This article appears in “Le Monde de l’Éducation”. If you are subscribed to Worldyou can subscribe to this weekly letter by following this link.
Mother of all battles, education is one of the great challenges of our society. It is the breeding ground for the Republican promise of equal opportunities, to which we all hold dear. The vitality of our education system relies on a large number of actors, among whom teachers play a crucial and central role. For our school, today we must improve the training of our teachers. This helps them to better understand their functions and missions; it means continuing to fight against inequalities and above all raising educational levels. At the dawn of the 2022 school year, the President of the Republic, Emmanuel Macron, declared that “ the trust we owe to our teachers requires an improvement in initial training [qu’il faut] rethink ». The decline in attractiveness of the teaching profession and recruitment difficulties make this challenge more urgent than ever.
The State’s capacity to recruit and train qualified teachers is closely linked to the need to provide them with a clear and secure path over a long period of time – at least five years. – to enable them to acquire skills combining academic knowledge, transversal knowledge and learning professional gestures. This last point, sometimes neglected, is in reality of capital importance: academic knowledge alone is not sufficient to best train our teachers. They must also learn to adopt a professional posture, to stand in front of a cl and to support students and their families throughout the school year.
We know that improving teacher training is a major project on which the ministries of national education and higher education have been working for several years. If the latest reports focus more on the training of primary school teachers, we need, more generally, to rethink initial teacher training, fully affirming that the profession requires specific training, whatever the level of education. Differentiate yes, separate no!
At the first level, multidisciplinary licenses or the preparatory course for school teaching, ociated with times of discovery of the profession and its environment, are two possible routes to prevent the resignations observed in the first years of practice, while offering the possibility of reorientation for students who do not wish to continue into teaching. I also believe that students interested in the teaching profession in secondary education must be able to follow a disciplinary course offering time to discover teaching. Finally, in both primary and secondary education, the attractiveness of the teaching profession requires strengthening social support for those who are preparing for it.
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