Learning outcomes

In connection with the teacher competency framework

C1

1.a. Act as a social and cultural agent within the school and society, including in their transformation; embrace diversity and develop civic practices that promote social cohesion.

1.c. Analyze the organizational and institutional environment of the educational system and act within it, particularly by interacting with colleagues, parents, school leadership, and other stakeholders in order to:

C2

2.a. Engage in collaborative work within an educational team to enhance professionalism and expertise by mobilizing collective intelligence, particularly during team meetings.

C3

3.e. Act as a pedagogue within the classroom and the school in a collective perspective, notably through:

  • i. Designing and implementing teaching and learning approaches that include varied practices aimed at boosting student motivation, self-confidence, creativity, initiative, and cooperation.
  • ii. Designing, selecting, and using didactic materials, textbooks, educational software, and other teaching tools.
  • iii. Developing and using observation and assessment tools, with a focus on formative and comprehensive evaluation that encourages student responsibility and participation in their learning.
  • iv. Designing and implementing differentiated teaching practices and personalized student support, taking into account prior learning, learner profiles, and, where applicable, specific needs. This may involve reasonable accommodations and rely on co-teaching or co-intervention strategies.

3.f. Master the integration of digital technologies into pedagogical practices.

3.h. Create a caring relational environment to facilitate communication with students, their families, and colleagues.

3.i. Manage the classroom group in educational and pedagogical contexts in a stimulating, structured, and safe manner.

C4

4.b. Conduct, individually and with peers, critical and rigorous observation and analysis of one’s own practices and their impact on students, in order to adjust teaching and improve strategies and implementation conditions with a view to effectiveness and equity.

4.c. Gradually build one’s professional identity, notably by using personal professional development tools such as a portfolio.

Goals

  • Identify, in context, the characteristics/components of a teaching-learning situation
  • Recognize one's own aptitudes, strengths, and areas for improvement
  • Adopt a reflective attitude regarding one's teaching practices in a given context
  • Share the experience gained during the observation and active internship
  • Engage with the teaching profession in a quasi-real situation and compare theoretical knowledge with field reality by:
  • Designing teaching strategies, testing them in the classroom, evaluating and adjusting them
  • Planning, managing, and assessing teaching-learning situations
  • Participating in school activities outside of classroom teaching (team meetings, general assemblies, parent-teacher meetings, etc.)


Content

This practice-based course unit focuses on the upper cycle of general secondary education and on years 5 to 7 of vocational/technical education.

  1. The internship preparation seminar will include micro-teaching sessions. These sessions will provide opportunities for specific didactic and pedagogical input related to the content presented. The associated lesson plans will be discussed.
  2. The active internship will last a minimum of 30 teaching periods, which may be split across several classes or even different schools, and therefore potentially involve multiple mentor teachers, depending on logistical constraints. Students will first observe the classes in which they will teach. These teaching periods will be complemented by participation in one or more school activities outside of regular lessons, depending on the school’s context at the time of the internship: excursions, class councils, parent-teacher meetings, team meetings, P90 activities, company visits, mini-enterprise project activities, etc.
  3. During and after the internship, debriefing sessions and professional practice analysis activities (including the Transpro and SIMEDUC frameworks) will be organized with the following objectives:
  • Reflecting on one’s teaching practice
  • Managing emotions in professional situations
  • Identifying the professional network in which the teacher operates, from a perspective of professional socialization


Table of contents

  1. Internship preparation seminar
  2. Active internship
  3. Seminars during and after the internship

Teaching methods

Individualized support for internship preparation

Individual supervision of completed teaching hours

Interactive group debriefing

Assessment method

Evaluation is coordinated between mentor teachers, the academic training supervisor, and didactics instructors involved in the course.

As stipulated by the REE, due to the specific nature of this course unit, only one evaluation session is organized during the academic year. There is no possibility of a second session.

Sources, references and any support material

Altet, M., and D. Britten. (1983). Micro-enseignement et formation des enseignants. Presses Universitaires de France. 


Boucenna, S., Vacher, Y. et Thiébaud, M. (2022). Comment accompagner avec l’analyse de pratiques professionnelles ? De Boeck. 


Charlier, E., Beckers, J., Boucenna, S., Biémar, S., François, N et Leroy, C. (2022). Comment soutenir la démarche réflexive ? Outils et grilles d’analyse des pratiques. De Boeck. 


Payette, A. et Champagne, C. (2005). Le groupe de codéveloppement professionnel. Presses universitaires du Québec. 


 Vacher, Y. (2024). Je construis mes contenus d’enseignement au premier degré. Dunod 

Language of instruction

French