The vision of the graduate
This 60-credit Advanced Master is designed to train teacher educators who have experience in teacher education. Designed around two axes of training, of 30 credits each, it follows the SoTL (Scholarship of Teaching and Learning) approach, placing two dimensions at the core of the training:
- A "professional practice" dimension: this aims at analysing and describing one's professional practices in teacher training, which will be at the focus of the first capstone activity (enabling the 30 credits of axis 1 to be assessed);
- A "research" dimension: this aims to gain reflective perspective on one's practices with a view to improving them. This perspective, supported by empirical data from one's own practice and grounded in scientific literature, will be achieved through the writing of a master thesis (enabling the 30 credits of axis 2 to be assessed).
On successful completion of this programme, each student is able to :
The competencies addressed in this Advanced Master's programme are those defined by the FIE decree (art.51):
- Mastery of the didactics of the discipline(s) concerned or of the didactics applied to these disciplines;
- Knowledge and understanding of the training environments in which one will have to work and those in which one's future students will work;
- The capacity to accompany people in a professional training situation;
- Mastery of the specificities of adults learning and pedagogy, especially for young adults;
- The capacity to participate in the design of teacher training arrangements and to implement them;
- The capacity to observe, analyse and evaluate elements of professional teaching practice with a view to advising and helping to readjust these practices, drawing in particular on the results of scientific research in education, in the didactics of subject contents, in teaching psychology, in the sociology of education and in gender studies, concerning in particular cultural diversity, socio-economic inequalities and gender;
- The capacity to conduct, individually and with peers, a critical and rigorous analysis of one's own practices and their impact on students and their success, in particular by relying on a variety of disciplines in the humanities and social sciences, in order to regulate one's teaching from the perspective of effectiveness and equity.
All these objectives are part of an epistemological distancing and a systemic vision.