Why a “dead day” on teacher training

Why a “dead day” on teacher training
Why a “dead day” on teacher training

If the eminently Macronian project of creating “normal schools of the 21ste century” was a copy, it is doubtful that many teachers and trainers would rate it as average. This is evidenced by the call launched by a very broad inter-union movement – ​​mainly from research, higher education and students – to make this Monday, May 6, a “dead day” in the Inspé (higher national institutes of teaching and education). ‘education). Gatherings in front of the rectorates and sometimes conferences were to punctuate this mobilization triggered by the announcements made by Emmanuel Macron himself, on April 5.

In addition to the passage of recruitment competitions after the license (bac + 3), instead of the master (bac + 5) today, which is the subject of divergent assessments, the separation of courses between teachers of the 1er degree and secondary school teachers, the haste in implementation – which should be effective from 2025 – and the desire to make teachers simple “executors” in the service of a political vision coming from above: these are the essential criticisms addressed to this complete overhaul of teacher training. Of course, after the competition, the winners would be paid for two additional years of training, leading them to a specific master’s degree.

Unions fear a general lowering of the level of qualifications

But the carrot of this pre-recruitment is hardly an illusion: the low remuneration envisaged will not be enough, fear the professional organizations, to compensate for the general deterioration of the conditions of practice and the image of the profession. Future primary school teachers would have to follow a specific “preparatory to school teaching” license, while their secondary school colleagues would continue to be able to choose a disciplinary license but would then be forced to follow the common master’s degree. “very professional”according to Emmanuel Macron, without the possibility of continuing in their initial discipline.

The unions therefore fear a general lowering of the level of qualifications. This is especially so because if the current Inspé are the responsibility of the universities, the future ENSP (higher teaching training schools) would lose this independence and be placed directly under the control of the rectorates. Double effect: a complete break with research in educational sciences and “the transformation of trainers into simple executors of models from above”, denounces the inter-union. At least we cannot criticize this vision of teacher training for a lack of coherence with an increasingly standardized professional practice, with “guides”, evaluations and other regulations also coming from above.

A “completely irresponsible” entry into force next year

For the inter-union, which urgently calls for the postponement of the reform and the establishment of real consultation, “it is completely irresponsible to want to implement this reform for the 2025 session of the competition, less than five months before the start of the school year” 2024. A rush which also resembles a desire to avoid a real debate on the nature and purposes of this reform.

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