MASTER IN TEACHING, EDUCATION AND TRAINING, TRAINING PRACTICES AND ENGINEERING

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.