chassé-croisé: how to integrate mobility and practice abroad in the training of primary teachers....
TRANSCRIPT
Chassé-croisé: how to integratemobility and practice abroad
in the training of primary teachers.
Examples of aEuropean and international coursewithin the IUFM of Orléans-Tours
Welcome!
Françoise Wolf-Mandroux IUFM Orléans-Tours
Plan How to prepare the primary school trainee
teachers for an immersion abroad linguistic, cultural, pedagogical and practical
teacher training
Testimonies and work the 2nd year primary school trainee teachers
(=PE2) and the foreign trainees
After the immersion the birth of the European and international teacher
School placements abroad
The four-week exchange program for the PE2 Franco-British training exchange program Comenius and Tempus placements bilateral agreements
Two or three-month placements Erasmus
Mobility PE2 2004-2007
Evolution sur les 4 années du contrat :
Mobilité stagiaires
Année PE2 PLC2 Totalgénéral
Erasmus(3 mois)
4 sem 2 semTotal
PE% 4 sem 2 sem
Total PLC %
200431 46 8 85 10.34 6 26 32 5.70 117
200513 46 10 69 10.50 3 29 32 7.03 101
200622 29 9 60 11.15 6 45 51 10.40 111
200716 54 5 75 15.75
111(3 mois)
39 51 13.5 126
289 166 455
Destinations PE2 2007
Lucerne : 2
Craiova : 10
Twickenham : 15
Dublin : 5
Belfast : 5
Grenade : 8
Bristol : 10
Capacités d'accueil : 61 places et 55 candidatures retenues
Comenius Project, 2006-2008
Cadre pour une expérience de classe en Europe en formation initiale
Framework for class practice in Europe as part of teachers' initial training partners
France, Spain, Northern Ireland and Rumania
Tempus project, 2005-2007
Training of primary school language teachers
Framework of skills partners
Germany, France, Great Britain and Croatia
Linguistic and cultural training (1)
Teaching a language in primary education: level B2 CEFR (the Common European
Framework of Reference for Languages) in comprehension
level B1 CEFR in oral expression Official Instructions (BO, August 29, 2002)
communication activities discovery of cultural facts international dimension themes related to the environment of pupils of this
age authentic documents
Linguistic and cultural training (2)
Geneviève Zarate : a language teacher = a social actor
Importance of adapting to his/her cultural environment of adapting his/her pedagogy to the pupils of
the country
Preparation at the IUFM of Orleans-Tours
Language practice Knowledge of the culture Preparation to the teaching of FFL
(French as a Foreign Language) more confidence more practice
Advice and orientations Understanding a new environment and
adapting to it as best as possible Teaching one’s mother tongue
advantages and disadvantages
Writing a log book
Also available for the foreign trainees
Teacher training Linguistic skills Multidisciplinary skills Integrating cultural and international
dimensions while in immersion Confidence
“… the myth of perfection, the very French fear of making mistakes,…” Le Bihan (Jean-Claude), « Avant-après, la
formation croisée des professeurs des écoles stagiaires », Les Langues Modernes, 2007, p. 58-67
Preparing a teaching kit
Starting from the BO (Official Instructions) and the CEFR everyday life
interpersonal relations, food habits, family life, school; cultural environment
urban environment, festivals, history; tales and legends, nursery rhymes, literature and children's songs, comic strips; sports and leisure;
geographical, socio-economic and political environment geography ( French-speaking countries), institutions,
flag, famous monuments, currency
Use of new technologies (TICE)
Practical training Overcoming fears Giving the trainees the necessary
information in 2 steps: 1) theory: a course on didactics and
pedagogy 2) practice: teaching FFL (French as a
Foreign Language) and other subjects Meeting and preparing all the trainees:
initiation to FFL booklet
Booklets : some examples
Bristol Twickenham Common Framework of Objectives
BookletBristol
Twickenham
CommonFramework
Immersion Teamwork
1) from France: visits of the IUFM teacher trainers to the trainees
2) abroad: tutors, host teachers and staff in charge of the placements facilitating comprehension and exchanges
Personal and professional making of the teacher
Trainee = ambassador of his/her country Living in another country: sharing everyday life,
discovering another culture, another language and adapting oneself. It is also to discover oneself, to come back enriched from life experiments.
Testimonies Linguistic Aspect
a greater ease in the language Professional Aspect
more maturity and more confidence better prepared to teach the language motivation to make progress in the
language and to teach teaching improvement
Personal Aspect to feel “foreign” somewhere difficult return
Teaching achievements Making of a CD-Rom of FFL from the
trainees’ work 34 lessons
Many examples throughout Europe
Birth of the European teacher (1)
The placement abroad : a must revealing, significant and pioneering a rite of passage a passport the trainee acquires
know-how and know-to be growing adaptability
A life experience
Enriching course Controlling many teaching situations Facing multilingual pupils Meeting and integrating better the pupils
with specific needs
The training course abroad is not a tourist journey stands for a long-term training: that of life brings motivation, stimulation, happiness,
training, cultural and intercultural discovery, self-confidence
Birth of the European teacher (2)
Birth of the European teacher(3)
From training to consciousness belonging to the European Community
Birth of a European teacher teachers beyond borders
Condition To integrate mobility within the Initial
Teacher Trainees’ Training
Conclusion Placement abroad for all the teaching
staff “The visit or the exchange is to the
language teaching what the practical experiment in the laboratory is to the scientist, or the field work to the geographer” Tinsley (Teresa), Face à l’avenir, Les
Enseignants en langues à travers l’Europe, Centre européen pour les langues vivantes, Conseil de l’Europe, 2003, p. 62
