Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
5 credits
40.0 h
Q1 and Q2
Teacher(s)
Dufays Jean-Louis (coordinator);
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
This optional training consists in validating the preparation and analysis of the observation (10h) and the practical teaching training (40 h), which are practiced as part of the agrégation of upper secondary education or as part of the didactic curriculum in the French and Romance languages and literatures master.
Tasks of preparation and analysis of courses in French and Romance languages and literatures concerns :
a. observation of training courses and analysis of teaching practices (10 h): the student will have to take a variety of analytical teaching practices that have been given by his supervisor, and to analyze examples of different facets of the work of teachers and students (communicating goals, negotiate the teaching contract, make a presentation, question, an assessment, manage critical incidents ...) in order to structure his/her observations of two classes and of the classes of their future students and training masters;
b. teaching training courses (40h) : before and after each teaching training that he/she has to perform, the student will first conduct an extensive didactic transposition in order to acquire the prescribed knowledge and skills that he must teach, and second he will have to combine in a consistent way the knowledge that he has selected (preparation of content) with relevant teaching features (steps preparation). After each teaching training, he will have finally to make a work of reflexive analysis with the assistance of his training master to draw from his/her experience some elements that should help him/her to progress in the practice of teaching.
Tasks of preparation and analysis of courses in French and Romance languages and literatures concerns :
a. observation of training courses and analysis of teaching practices (10 h): the student will have to take a variety of analytical teaching practices that have been given by his supervisor, and to analyze examples of different facets of the work of teachers and students (communicating goals, negotiate the teaching contract, make a presentation, question, an assessment, manage critical incidents ...) in order to structure his/her observations of two classes and of the classes of their future students and training masters;
b. teaching training courses (40h) : before and after each teaching training that he/she has to perform, the student will first conduct an extensive didactic transposition in order to acquire the prescribed knowledge and skills that he must teach, and second he will have to combine in a consistent way the knowledge that he has selected (preparation of content) with relevant teaching features (steps preparation). After each teaching training, he will have finally to make a work of reflexive analysis with the assistance of his training master to draw from his/her experience some elements that should help him/her to progress in the practice of teaching.
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
At the end of this training, the student will have demonstrated his capacity: - to develop and plan French literature classes, and possibly Spanish or Italian, in upper secondary education; - to analyze its/her teaching practices in order to improve them. |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
For each teaching training that must be performed (see the ROM 9011), the student will prepare the activity with the support of some analysis charts of the teacher activity (for observation training), then with the support of planning schemes and examples of teaching sequences (for teaching training).
Before starting a teaching training, he/she will also submit his/her planning to a supervisor, who will discuss with him/her any amendments thereto.
After each training, he/she will produce an oral and / or written reflexive analysis to be transcribed at the end of the trainings into a final written report (as part of ROM 2920 Theory and analysis of French teaching pratices)
Before starting a teaching training, he/she will also submit his/her planning to a supervisor, who will discuss with him/her any amendments thereto.
After each training, he/she will produce an oral and / or written reflexive analysis to be transcribed at the end of the trainings into a final written report (as part of ROM 2920 Theory and analysis of French teaching pratices)
Teaching methods
The training planning and analysis will be mostly under the student personal responsibility, but he/she will be equipped, supported and followed by the training supervisors and the director.
Evaluation methods
All the preparation and analysis will be validated at the time the courses are completed, and the assessment, supported by evaluation charts, will focus on how the tools for preparation and analysis have been implemented during the trainings.
Other information
Teaching material : charts for observation and evaluation, guidelines and didactic documents.
Bibliography
Une liste bibliographique sera communiquée par les responsables des différentes didactiques spécifiques (français, espagnol, italien). De manière générale, on peut se référer à : SIMARD, Claude, DUFAYS, Jean-Louis, DOLZ, Joaquim et GARCIA-DEBANC, Claudine, Didactique du français langue première, Bruxelles, De Boeck, 2010.
COLLÈS, Luc, DUFAYS, Jean-Louis et MAEDER Costantino (dir.), Enseigner le français, l'espagnol et l'italien. Les langues romanes à l'heure des compétences, Bruxelles, De Boeck, 2003 (Savoirs en pratique).
DUFAYS, Jean-Louis, GEMENNE, Louis, LEDUR, Dominique, Pour une lecture littéraire. Histoire, théories, pistes pour la classe, Bruxelles, De Boeck, 2005 (Savoirs en pratique)
COLLÈS, Luc, DUFAYS, Jean-Louis et MAEDER Costantino (dir.), Enseigner le français, l'espagnol et l'italien. Les langues romanes à l'heure des compétences, Bruxelles, De Boeck, 2003 (Savoirs en pratique).
DUFAYS, Jean-Louis, GEMENNE, Louis, LEDUR, Dominique, Pour une lecture littéraire. Histoire, théories, pistes pour la classe, Bruxelles, De Boeck, 2005 (Savoirs en pratique)
Faculty or entity
ROM
