Learning outcomes

· C2 the knowledge and understanding of the training environments in which teachers be working and those in which their students will be working;

· C3 the ability to support people in vocational training situations;

· C4 mastery of the specifics of teaching adults including young adults;

· C6 the ability to observe, analyse and evaluate elements of professional teaching practice with a view to advising and helping to readjust these practices, drawing in particular on the results of scientific research in education, in the didactics of the subjects to be taught, in psychology, in the sociology of education and in gender studies, concerning in particular cultural diversity, socio-economic inequalities and gender.

 

Goals

  • To be able to adapt communication to a variety of teaching situations
  • Know how to adapt your communication to different interlocutors in education and training institutions
  • Identify the characteristics of collaborative approaches and implement them with partners in the education and non-education sectors.

 

Content

  • Communication situations in teacher training for initial training and continuing education
  • Becoming aware of the emotional, identity and (inter)cultural dimensions of communication before communicating;
  • Communicating with trainees in large groups, small groups and on an individual basis;
  • Communicate to collaborate with colleagues, with the institution and with the outside world.

 

Assessment method

All sessions : Individual or pair work analysing a communication situation.

 

Sources, references and any support material

Bernard Defrance (2015). « Faire la leçon » ? Communication et enseignement, La Revue Hermès, 2015/1 (n° 71), pages 214 à 218 ; DOI 10.3917/herm.071.0214

J.F. Marcel, V. Dupriez, D. Perisset Bagnoud et M. Tardif, C. (dir.) (2004), Coordonner, collaborer, coopérer. De nouvelles pratiques enseignantes (pp.61-76). Bruxelles: DeBoeck.

Bucheton, D., Soulé, Y. (2009).  Les gestes professionnels et le jeu des postures de l’enseignant dans la classe : un multi-agenda de préoccupations enchâssées.  Éducation & didactique, 3, 2948. 

Bucheton, D. (2009).  L’agir enseignant, des gestes professionnels ajustés, Octares. 

Bucheton, D. (2019).  Les gestes professionnels dans la classe, éthique et pratiques pour les temps qui viennent, ESF 

Kerbat-Orecchioni, C. (2005).  Le discours en interaction.  Paris : Armand Colin. 

Romainville, A.-S. (2019).  Les faces cachées de la langue scolaire.  Transmission de la culture écrite et inégalités sociales.  Paris : La Dispute.

Tellier, M. et Cadet, L. (2014).  Le corps et la voix de l’enseignant : théorie et pratique.  Paris : Maison des Langues.

Wauters, N. (2020).  Langage et réussite scolaire.  Bruxelles : Changements pour l’égalité / Couleurs livres.

 

Language of instruction

Français
Training Study programme Block Credits Mandatory
Master de spécialisation en formation d'enseignants Standard 0 4
Master de spécialisation en formation d'enseignants Standard 1 4