Pluridisciplinarity and the teaching, education and training professions [FDE].

- To train students who wish to prepare for the competitive examination to become a school teacher in the first year of the degree program by taking the MEEF masters in primary education.

- To help students acquire the multidisciplinary and professional knowledge and skills that are essential for success in the competitive examination and the practice of the profession.

- Consolidate your career plans to become a teacher in the 1st level or reorient your career plans towards the various professions in education, training, animation and mediation.

Competency 1: Develop and practice critical thinking skills

Faced with the exponential growth of information in our contemporary societies, faced with the multiplicity of sources and the increasingly frequent manipulation of opinion produced by some of them (conspiracy, alternative facts, various dogmatisms, etc.), faced with the various ready-to-think, the university as well as the school must train citizens capable of distancing themselves from objects (images, information, assertions, concepts, etc.) by questioning their relevance, in order to be able to understand and understand them.In the face of the various ready-made ideas, universities and schools must train citizens capable of distancing themselves from objects (images, information, assertions, concepts, etc.) by questioning their relevance, contextualizing them, referring to various frameworks and taking into account their complexity. It is this critical distancing that allows the constitution of a point of view and the production of a detailed and argued judgment. Its development as well as its exercise favour a process of subjectivation and emancipation.

Competency 2: Communicate appropriately

Teaching and learning is also about communication. These acts of communication are becoming more complex today because of the cultural evolution of our societies, the multiplicity of means and tools of communication, the diversification of school audiences, the new modalities of teaching and learning, ...

Communicating in an adapted way therefore requires being able to take into account the specific contexts of given situations in order to understand and produce the appropriate languages. It is then a question of being aware of the differences, of the gaps between the reception and production of a message, of mobilizing the knowledge necessary for the comprehension and the production of the message, of grasping and taking into account the stakes of the situations and adapting the contents emitted to the skills, knowledge and culture of the receivers

Competency 3: Use information

The multiplication of content and information media amplified by the speed of distribution via the Internet and social networks requires, on the one hand, the ability to prioritize the permanent flow of information in a systematic and reasoned manner; on the other hand, the ability to structure information by linking it to situations. These analytical and comprehension skills allow to make relevant choices in order to facilitate the use and exploitation of information.

Competency 4: Develop and exercise creativity

In order to face the evolutions of our societies (valorization of self-realization, acceleration of the transformations of the professional and daily life), it will be a question of setting up the conditions of development and construction of a singular subject, capable of inventing, discovering, and realizing.

Exercising creativity means taking a fresh look at a situation or a context. By exploring a set of possibilities in a given situation, by working on a different relationship with the norm and standards, the subject will be able to develop in imaginary and symbolic dimensions, transform his relationship with the world and act on it.

Skill 5: Problem solving

The 20th century and the industrial era were mainly marked by Fordism and Taylorism, i.e. by the fragmentation of tasks, automation and routinization of professional gestures. In schools, too, the same ideology of repetition has long dominated the conception of learning.

Today, the world of work and school are changing together. High-level cognitive processes are more often called upon in both spheres: reasoning, adapting to new situations, producing creative and non-routine responses, etc.

Problem solving contributes to the development of these processes by encouraging students to analyze and question the complex situations with which they are confronted, to imagine possible and varied solutions, to test answers and to experiment. It encourages flexible cognitive functioning and an open, non-dogmatic relationship with knowledge.

Competency 6: Develop a non-violent relationship with oneself, others and the group

Self-esteem, self-confidence, not devaluing oneself, and self-love are essential to live one's life well. It is also essential to find one's place in society, whereas relationships with others or with a group can sometimes be tinged with violence and generate conflicts that are harmful to the quality of the relationship. It is therefore necessary, within a group or in the relationship of one group to another, to be able to implement and accept the exchange and sharing of ideas.

Everyone must be able to enjoy freedom of information and freedom of expression, while respecting pluralism and the principle of neutrality. This commits the individual to a peaceful and benevolent relationship with the other, in which conflicts, which are inevitable between different personalities, must remain opportunities to build responses adapted to the needs of both parties.

The development of such a skill allows us to better respect differences and to value openness to those who are not like us.

Competency 7: Cooperate and work in a team

Being able to work in a team, to find and build partnerships, to open up to the world(s) of others has become an important skill in many professions. For this, cooperation is a modality to be favored because it allows the enrichment of each person's skills. It will therefore be a question of uncovering and understanding the conditions of cooperative work and its advantages over competition, in particular, even if the two methods remain complementary.

It will still be a matter of developing projects, implementing them, and negotiating them collectively: these are important factors for the socialization of the individual.

 Competency 8: Develops effective work methods

"Schools, colleges, high schools and institutions of higher education are responsible for transmitting and acquiring knowledge and working methods. With this sentence, and as early as 1989, the legislator has put the transmission of knowledge and working methods on an equal footing. The effectiveness of work methods is therefore a key point in learning and success. Organizing one's work, planning it methodically and managing one's time, ...: even if these methods can be constructed empirically, devices must be designed to allow everyone to test their validity and effectiveness.

Moreover, questioning one's own ways of doing things in the light of the results they produce, comparing them to other possible choices made by others in the same situations, in order to modify one's own ways of working, enables one to make them evolve and gain in efficiency. This methodological reflexivity, nourished by the analyzed confrontation with the methods of others, constitutes a powerful lever in the improvement of one's own working methods.

In semester 4, there are two possibilities:

-Spend a semester abroad at partner universities offering courses related to the teaching, education and training professions.

OR

-Internships in schools abroad and in educational, cultural and social organizations in France. At the same time, students are required to work on a foreign language during an intensive internship.