تعبير انجليزي عن مهنة المعلم

موضوع عن مهنة التدريس بالانجليزي التعليم بالانجليزي تعبير انجليزي عن مهنة المعلم وظيفة المدرس المربي الاستاذ  بحث موضوع انجليزي قصير عن تعبير عن المعلم  Teacher

تعبير انجليزي عن my kind of job

العمل تعبير عن تيتشر بالانجليزي المعلم المفضل عبارات مهنة وظيفة خدمة عمل المعلم بالانجليزي

صفات المعلم الجيد  تعبير عن يوم المعلم بالانجليزي

تعبير عن english teacher

تعبير باللغة الانجليزية عن وظيفة تعبير عن طلب وظيفة بالانجليزي تعبير بالانجليزي عن dream job

برجراف عن وظيفة

profession mother and the teacher profession

موضوع تعبير عن فضل المعلم فقرة انجليزية عن يوم المعلم , كلمة عن المعلم تعبير انجليزي قصير عن المهن او الاعمال كتابة تعبير عن وظيفة نادرة مهنة المعلم تعبير قصير  تعبير عن وظيفة المعلم بالانجليزي المعلم المفضل الجيد البارع المتميز  صفات المعلم الجيد بالانجليزي

Recognizing and defining the teaching profession

If today everyone is convinced that the profession of teacher is a difficult profession, it is not recognized by a large part of the society.

Craft difficult and not ordinary indeed:

"The professor participates in the public service of education which seeks to convey the values ​​of the Republic, in particular the secular ideal which excludes any discrimination of sex, culture or religion. The professor, an official of the State, falls under the general statute of the civil service and the particular status of his body of belonging which define his rights and obligations. "Circular of 23 May 1997

The definition and recognition of the profession of teacher are at the heart of the refounding of the republican school. It is now necessary to agree on the terms that take part in this definition: status, missions and competences do not mean the same thing and can not be superimposed or even contradicted.

The statute

Many criticisms are made of the obsolescence of the "1950 status", which would reduce the definition of the teaching profession to a number of hours of insured instruction before pupils. Moreover, this obligation of service varies according to the body (aggregated, certified, teachers of schools, etc.). This restrictive definition has the major disadvantage of offering a representation of the teaching profession excessively centered on the transmission of knowledge to Groups are considered to be homogeneous. It no longer corresponds to the democratic imperative of ensuring the success of all pupils, for example, proposed by the Common Base of Knowledge and Skills.

Since the Staff Regulations can not suffice to define the new conditions for the exercise of the trade, it can no longer be understood as the framework which guarantees compliance with an obligation to provide an hourly service. From this point of view, the statutes of the bodies of teaching and education staff are integrated into the general framework of the statute of the State civil service.

Its revision is not a priority. It would require thorough consultation and negotiation with the organizations representing staff.

If the conditions were met, this consultation would usefully draw on the conclusions of the mission led by Mr. Marcel POCHARD.

Missions

A pragmatic approach to the exercise of the teaching profession implies a work of analysis and inventory of its actual conditions of exercise. The success of all pupils must be constantly recalled as an organizing principle.

A text of May 1997 addressed to the training organizations alone did not benefit from the impact that a more normative text should have had. This text (unfortunately limited to the second degree) has not lost its relevance and its actuality. It is still a relevant working basis.

It has three complementary dimensions:

I - Exercising responsibility in the education system

II - Exercising responsibility in the classroom

III - Exercising responsibility in the establishment

The definition of the profession of teacher could thus be worked around the following points:

Teaching is, of course, conveying knowledge. This is often the only known aspect of the trade. But the essential thing is not only didactic transposition, but how to do it: we have gone from magisterial transmission to differentiated pedagogy, since every pupil and every future citizen is entitled to receive training (initial or continuous). Teaching is not only about passing on, but also accompanying the young person in his or her learning. Accompanying is "taking a person with you voluntarily". It means going with someone, with no hierarchical authority and without constraint. It is to help her, to be with is to "walk with her" according to Alexandre Hôtelier.

 Teaching is also about organizing work in the classroom because it is organizing activities, collectively between them and with the teacher in relation to mono or multidisciplinary skills.

 To teach is to evaluate, this is not without posing multiple problems because etymologically, ethically evaluating is giving value, it is to enlighten, alert, encourage, motivate students. In any case, to evaluate can not be reduced to sanctioning errors, immorally labeled as "faults": that is to say, letting oneself jostle, clinging to pupils, marking nervousness, depressing certain people Of a few, considered to be more efficient. This is a dimension of the trade that can seem self-evident and in fact is extremely complicated and determinant in the success of students. Piaget proposed to give each person chances to succeed to understand and not only to understand to succeed.