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Teaching, education and training professions (MEEF), training practices and engineering
  • Targeted level of study

    BAC +5

  • ECTS

    120 credits

  • Duration

    2 years

  • Training structure

    Faculty of Education

  • Language(s) of instruction



This degree is intended for working professionals who wish to strengthen their knowledge and skills in a field or area related to teaching, education or training.

To this end, 4 courses are open in M1 and 5 in M2. M1 includes a majority of common core courses (TC), in order to give students time to discover and refine their choice of course. Three of the four courses are from the previous accreditation and one is new.

Analysis of the Cultures and Work of Teachers, Educators, Coaches, and Students (ACTEs - from the TERE course)

DIdactic of HUMANITIES. (DIDHUM - new course)

Education and Inclusive Practices (EPI from the EPABEB course) with two possible sub-courses in M2:

  • Education and Inclusive Practices Teacher in the Classroom (EPI CO -)
  • Inclusive Education and Practices Special Education Teacher (EPI ES)

Knowledge Learning Training Identity Research (SAFIR - from the FFEEF course)

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Each course in the field can lead to a doctoral research and lead to research careers.

Three of the five courses can also lead to opportunities outside of the national education system and beyond the research field.

ACTEs: research, invention, action, and reflective analysis orientations are valuable in many professional contexts, especially when understanding others is crucial to supporting their professional and personal development.


SAFIR: allows students to obtain a master's degree focused on the development of competencies in the field of professional training in education.


EPI sub-course ES: allows for complementary and academic training for specialized educators or those working in the world of disabilities.

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The entire program is implemented by the Faculty of Education on the Montpellier site, with a face-to-face or co-modal part, and a remote part in synchronous and/or asynchronous modes. As the courses are intended for professionals returning to school, the training is organized in threaded sessions on Wednesdays and grouped during the intermediate school vacations (5 days during the fall break, winter break and/or spring break). As the specialized teacher sub-course of the EPI pathway integrates the preparation for the CAPPEI, its organization is adapted to the training schedule designed for this certification.

Recruitment is carried out at the L3 level, via the ecandidat platform and after validation by the pedagogical committee. Validation of professional experience may also be considered.

Each of the four courses is divided into two years (M1 and M2) and includes in M1 a common core of 140 hours of training distributed between S1 and S2

  • The S1 includes 77 hours of training divided into two UE exclusively carried out in common core;
  • The S2 includes more or less 120 hours of training, 63 hours of which are divided into three UEs.

The specialization in a course is carried out from S2 onwards, notably from the research project, and is confirmed in M2.

In this perspective, the core curriculum constitutes a reference base for research work and the understanding of the issues and changes in teaching, education and/or training. It is made up of 5 courses which are broken down as follows

  • UE 1 in S1 "issues and changes in education" constitutes the foundation of a theoretical base articulated around twelve training themes, which are thought of as a bank of reflective tools useful for both general training and specific to each course. In S2, this UE is extended by a UE aiming at exploiting scientific writings on a theoretical and methodological level ("exploiting scientific writings").
  • Two research courses aim to introduce students to the main principles of the research process and to initiate research that will lead to the writing of a thesis. These two courses are organized within the core curriculum in order to help students understand the scientific invariants that will be taken up by each course in the third year. They allow students to grasp the distinctions between the courses and to initiate their research project in accordance with the targeted training.
  • The EU foreign language is also worked on in connection with the reading and writing of scientific texts.

In addition, the courses establish links between them. Either by organizing common UEs - or by tackling identical notions with an approach adapted to the expectations of the course.

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Select a program

Didactics of the Humanities

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Knowledge Learning Training Identity Research

The SAFIR program studies the development, evolution and transmission of knowledge and questions the different conceptions of learning. It aims to build the skills of
Training linked to engineering practices, but also to the analysis of situations integrating as closely as possible the real activity of actors in the teaching and training professions in education. The identity and professionalism of the trainer are built within a community of practice through research and the implementation of research actions in training.
Backed by different fields of research in education and training sciences,
this course mobilizes a multidisciplinary team of teachers and teacher-researchers.

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Analysis of the Cultures and Work of Teachers, Educators, Students

This course is part of a lifelong learning approach. It is intended for professionals in the field of teaching and educational relations from all walks of life (primary and secondary schools, universities, associations, various trade schools, etc.) who wish to reflect on, adjust,
deploy their practices and develop them by experimenting with innovations. Supported by scientific work on: a) the analysis of the "real" or "activity" of teaching and learning, b) the cultures, audiences and behaviors of learners, and c) educational relationships.

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Education and Inclusive Practices

Since the law of February 11, 2005, the law "For equal rights and opportunities, participation and
citizenship of disabled people", the schooling of disabled students
is a government priority. However, whatever their singularity, whatever their
needs, schools now have the mission to be fully inclusive. It must ensure quality schooling
by seeking out and proposing responses adapted to each student from kindergarten to high school.
With this in mind, this course has two objectives:
To train professionals in the challenges of inclusive schooling by enriching their knowledge
and their practices and by helping them to better understand and better support these audiences with specific needs
To develop a scientific culture in connection with research in the service of inclusion.
This master's degree is open to:
Teachers who wish to prepare for the CAPPEI certification (certification of aptitude
professional to inclusive education practices and specialized professional training created
by the decree of 10-2-2017).
Teachers of regular classes and professionals working with children with
specific needs (educators, ...) who wish to develop their professional practices and
deepen their knowledge of students with special educational needs.

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Target audience

Tenured teachers, school life staff (tenured or temporary), training or education professionals.

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