This learning unit is not open to incoming exchange students!
Teacher(s)
Louette Julie (coordinator);
Language
French
Content
This course module aims to support students in understanding and analysing their educational pathways and professional situations. Through self-socioanalysis and reflection on their own positioning, students gradually develop their professional identity. The seminars also encourage the critical application of research and theoretical contributions from the programme in order to describe, problematise and analyse professional situations at the level of the classroom, the school and the education system.
Teaching methods
Seminar sessions take place in person. The seminar is organised around the principle of co-development. Attendance at classes is therefore strongly recommended so that collective intelligence can be harnessed for the benefit of both the individual and the group. The learning activities are designed to enable students to achieve the learning outcomes through the sessions. If a student does not participate, they will not be able to acquire the skills and will bear full responsibility for this.
Evaluation methods
Students will be required to submit a written assignment integrating the various teaching units relating to professional identity. It will consist of four parts (self-socioanalysis, professional positioning within the classroom, professional positioning within the school, and professional positioning within the school system). An oral defence of the assignment will take place. During this defence, students will, amongst other things, be asked to justify their methodological approach.
Students will also be required to draw on the content of the MAGES2309 course – Methodology of Research Applications – to enrich their work. The MAGES2309 course will not be assessed as such, but the mark for MAGES2308 will be carried over to the MAGES2309 module.
Students will also be required to draw on the content of the MAGES2309 course – Methodology of Research Applications – to enrich their work. The MAGES2309 course will not be assessed as such, but the mark for MAGES2308 will be carried over to the MAGES2309 module.
Bibliography
Benjamin, C., Cosaque, C. C., & Lapointe, D. (2019). La positionnalité et la recherche critique : Diversité de construction d’un même objet et émergence de la critique. Dans H. Bélanger & D. Lapointe (Eds.), Perspectives critiques et analyse territoriale (pp. 165–183). Presses de l’Université du Québec.
Bourdieu, P. (2004). Esquisse pour une auto-analyse. Raisons d’agir.
Perrenoud, P. (1983). La pratique pédagogique entre l’improvisation réglée et le bricolage : Essai sur les effets indirects de la recherche en éducation. Éducation & Recherche, (2), 198–212.
Dupriez, V. (2015). Le développement professionnel des enseignants. Peut-on réformer l'école ? : Approches organisationnelle et institutionnelle du changement pédagogique (p. 139-152). De Boeck Supérieur. https://shs.cairn.info/peut-on-reformer-l-ecole--9782804190460-page-139?lang=fr
Maton, R. M. (2022). Vers un syndicalisme de justice sociale dans l’enseignement obligatoire aux États-Unis (S. Herold, Trad.). Revue internationale d’éducation de Sèvres, 91, Article 91. https://doi.org/10.4000/ries.13432
Bourdieu, P. (2004). Esquisse pour une auto-analyse. Raisons d’agir.
Perrenoud, P. (1983). La pratique pédagogique entre l’improvisation réglée et le bricolage : Essai sur les effets indirects de la recherche en éducation. Éducation & Recherche, (2), 198–212.
Dupriez, V. (2015). Le développement professionnel des enseignants. Peut-on réformer l'école ? : Approches organisationnelle et institutionnelle du changement pédagogique (p. 139-152). De Boeck Supérieur. https://shs.cairn.info/peut-on-reformer-l-ecole--9782804190460-page-139?lang=fr
Maton, R. M. (2022). Vers un syndicalisme de justice sociale dans l’enseignement obligatoire aux États-Unis (S. Herold, Trad.). Revue internationale d’éducation de Sèvres, 91, Article 91. https://doi.org/10.4000/ries.13432
Faculty or entity
