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

- From the 1st year of the bachelor's degree, train students who wish to prepare for the competitive examination to become schoolteachers by studying for the MEEF masters in primary education.

- Acquire the multi-disciplinary and professional knowledge and skills needed to succeed in the competitive examination and practice 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 exercise critical thinking skills

Faced with the exponential growth of information in our contemporary societies, the multiplicity of sources and the increasingly frequent manipulation of opinion produced by some of them (conspiracy, alternative facts, various dogmatisms, etc.), and the various ready-to-think approaches, universities and schools alike have a duty to train citizens capable of distancing themselves from objects (images, information, assertions, concepts, etc.) by questioning their relevance, and by taking the time to understand them.), universities and schools have a duty to train citizens capable of distancing themselves from objects (images, information, assertions, concepts, etc.) by questioning their relevance, contextualizing them, referring to them in a variety of frameworks and taking into account their complexity. It is this critical distancing that enables us to form a point of view and produce a detailed, well-argued judgment. Both the development and exercise of these skills foster a process of subjectivation and emancipation.

Competency 2: Communicates appropriately

Teaching and learning are also about communication. These acts of communication are becoming increasingly complex as a result of the cultural evolution of our societies, the multiplicity of means and tools of communication, the diversification of school audiences, new teaching and learning methods, etc.

Communicating appropriately therefore requires the ability to take into account the specific contexts of given situations in order to understand and produce appropriate language. This means being aware of the differences and discrepancies between receiving and producing a message, mobilizing the knowledge needed to understand and produce the message, grasping and taking into account the issues at stake in the situation, and adapting the content to the skills, knowledge and culture of the receivers.

Skill 3: Information processing

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

Competency 4: Develops and exercises creativity

To keep pace with the changes taking place in our society (emphasis on self-fulfillment, accelerating transformations in professional and daily life), we need to create the conditions for the development and construction of a singular subject, capable of inventing, discovering and achieving.

Exercising creativity means taking a fresh look at a situation or context. By exploring a range of possibilities in a given situation, and working on a different relationship to norms and standards, the subject can develop his or her imaginary and symbolic dimensions, transform his or her relationship to the world and act on it.

Skill 5: Problem solving

The twentieth 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. At school, too, the same ideology of repetition long dominated the conception of learning.

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

Problem solving helps develop these processes by encouraging students to analyze and question the complex situations with which they are confronted, imagining possible and varied solutions, testing answers and trial and error. It encourages flexible cognitive functioning and an open, non-dogmatic approach to knowledge.

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

Self-esteem, self-confidence, self-worth and self-love are essential to a good life. It's also essential for finding one's place in society, even though relationships with others or with a group can sometimes be tinged with violence and give rise to conflicts that are detrimental to the quality of the relationship. So, within a group or in the relationship between one group and another, we need to be able to implement and accept the exchange and sharing of ideas.

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

The development of such skills enables us to better respect differences and value openness to those who are not like us.

Competency 7: Cooperates and works as part of a team

Being able to work as part of a team, finding and building partnerships, and opening up to the world(s) of others has become an important skill in many professions. To achieve this, cooperation is a favored modality, as it enriches everyone's skills. The aim is to uncover and understand the conditions of cooperative work and its advantages over competition, in particular, even if the two methods remain complementary.

These are important factors in the socialization of the individual.

 Competency 8: Develops effective work methods

"Schools, collèges, lycées and higher education establishments are responsible for transmitting and acquiring knowledge and working methods". With this sentence, and as early as 1989, the legislator placed the transmission of knowledge and working methods on an equal footing. Effective working methods are therefore a key factor 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 enable everyone to test their validity and effectiveness.

What's more, questioning one's own ways of doing things in the light of the results they produce, comparing them with 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, nurtured by analysis of others' methods, is a powerful lever for improving 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.