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.
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