Target level of study
Master's degree
ECTS
120 credits
Duration
2 years
Training structure
School of Education
Language(s) of instruction
French
Presentation
The certificate is intended for working professionals who wish to strengthen their knowledge and skills in a field related to teaching, education, or training.
To this end, there are four M1 tracks and five M2 tracks available. The M1 program consists mainly of core courses (TC), giving students time to explore their options and refine their choice of track. Three of the four tracks are from the previous accreditation, and one is new.
Analysis of Cultures and the Work of Teachers, Educators, Coaches, and Students (ACTEs – from the TERE program)
Humanities Education (DIDHUM – new course)
Inclusive Education and Practices (EPI from the EPABEB program) with two possible sub-programs in M2:
- Inclusive Education and Practices Teacher in Regular Classrooms (EPI CO –)
- Inclusive Education and Practices Special Education Teacher (EPI ES)
Knowledge, Learning, Training, Identity, Research (SAFIR – from the FFEEF program)
Objectives
Each course within the program can lead to doctoral research and open up career opportunities in research.
Three of the five courses can also lead to career opportunities outside the national education system, beyond research professions.
ACTs: research, invention, action, and reflective analysis are valuable in many professional contexts, particularly when understanding others is crucial to supporting their professional and personal development.
SAFIR: enables students to obtain a master's degree focused on developing skills in the field of vocational training in education.
EPI sub-course ES: provides additional university-level training for special education teachers or professionals working with people with disabilities.
Program
The entire program is delivered by the Faculty of Education at the Montpellier campus, with some classes held in person or in a blended format, and others delivered remotely in synchronous and/or asynchronous modes. As the courses are intended for professionals returning to education, the training is organized in sessions held on Wednesdays and grouped together during school breaks (5 days during the fall, winter, and/or spring breaks). The specialized teaching sub-course of the EPI course, which includes preparation for the CAPPEI, is organized in line with the training schedule designed for this certification.
Recruitment takes place at the L3 level, via the ecandidat platform and after validation by the teaching committee. Validation of professional experience may also be considered.
Each of the four courses lasts two years (M1 and M2) and includes a core curriculum in M1 equivalent to 140 hours of training distributed between S1 and S2.
- The S1 comprises 77 hours of training divided into two teaching units exclusively carried out in the core curriculum;
- The S2 comprises approximately 120 hours of training, of which 63 hours are divided into three teaching units and form part of the core curriculum.
Specialization in a course of study begins in the second semester, particularly with the research project, and is formalized in the second year of the master's program.
With this in mind, the core curriculum provides a foundation for research and understanding of the challenges and changes facing teaching, education, and/or training. It consists of five course units, which are broken down as follows:
- EU 1 of S1, "Issues and Changes in Education," forms the basis of a theoretical foundation structured around twelve training themes, which are designed as a bank of reflective tools useful for both general training and training specific to each course. In S2, this course unit is extended by a course unit aimed at exploiting scientific writings on a theoretical and methodological level ("exploiting scientific writings").
- Two research course units 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 course units are organized within the core curriculum in order to convey the scientific constants that will be revisited in each track in S3. They enable students to understand the distinctions between the tracks and to initiate their research project in line with their chosen course of study.
- EU as a foreign language is also taught in conjunction with reading and writing scientific texts.
In addition, the courses are interconnected. This is achieved either by organizing joint teaching units or by addressing identical concepts using an approach tailored to the course requirements.
Select a program
Humanities Education
Knowledge Learning Training Identity Research
The SAFIR program studies the development, evolution, and transmission of knowledge and examines different approaches to learning. It aims to build training and education skills related to engineering practices, as well as the analysis of situations that closely integrate the real activities of those working in the field of education and training. The identity and professionalism of the trainer are built within a community of practice through research and the implementation of training research activities.
Backed by various fields of research in education and training sciences,
this program mobilizes a multidisciplinary team of teachers and teacher-researchers.
Analysis of Cultures and the Work of Teachers, Educators, and Students
This course is part of a lifelong learning approach. It is intended for teaching and educational professionals from all backgrounds (primary, secondary, university, associations, various vocational schools, etc.) who wish to reflect on, adjust,
deploy their practices, and develop them by experimenting with innovations. It is based on scientific work focusing in particular on: a) the analysis of the "reality" or "activity" of teaching and learning, b) the cultures, audiences, and behaviors of learners, and c) educational relationships.
Inclusive Education and Practices
Since the law of February 11, 2005, known as the "Law for Equal Rights and Opportunities, Participation, and Citizenship for People with Disabilities," the education of students with disabilities
has been a priority for the government. However, regardless of their individuality or needs
, schools now have a mission to be fully inclusive. It must ensure high-quality education
by seeking and offering solutions tailored to each student from kindergarten through high school.
With this in mind, this program has two objectives:
To train professionals in the challenges of inclusive education by enriching their knowledge
and practices and helping them to better understand and support these groups with specific needs
.
To develop a scientific culture linked to research in the service of inclusion.
This master's degree is open to:
Teachers who wish to prepare for CAPPEI certification (certification of professional aptitude
for inclusive education practices and specialized vocational training created
by the decree of February 10, 2017).
For teachers in mainstream classrooms and professionals working with children with special needs (educators, etc.) who wish to develop their professional practices and
deepen their knowledge of students with special educational needs.
Admission
Target audience
Tenured teachers, school staff (tenured or temporary), training or education professionals.