Intended Level of Study
5 years of post-secondary education
ECTS
120 credits
Duration
2 years
Training Structure
College of Education
Language(s) of Instruction
French
Overview
The program is designed for working professionals who wish to enhance their knowledge and skills in a field or area related to teaching, education, or training.
To this end, there are 4 tracks in the first year of the master’s program (M1) and 5 in the second year (M2). The first year (M1) consists primarily of core courses (TC), to give students time to explore their options and refine their choice of track. Three of the four tracks are carried over from the previous accreditation, and one is new.
Analysis of the Cultures and Work of Teachers, Educators, Coaches, and Students (ACTEs—from the TERE program)
Humanities Education (DIDHUM – new track)
Education and Inclusive Practices (EPI, part of the EPABEB track) with two possible sub-tracks in the M2 program:
- Inclusive Education and Practices: Teacher in a Regular Classroom (EPI CO –)
- Inclusive Education and Practices: Special Education Teacher (EPI ES)
Knowledge, Learning, Training, Identity, Research (SAFIR—derived from the FFEEF program)
Objectives
Each track within the program can lead to doctoral research and open the door to careers in research.
Three of the five programs may also lead to career opportunities outside the national education system, beyond research-related fields.
ACTEs: The principles of research, invention, action, and reflective analysis are valuable in many professional contexts, particularly when understanding others—in order to support their professional and personal development—is crucial.
SAFIR: offers a master’s degree program focused on developing skills in the field of vocational education.
EPI ES track: provides additional academic training for special education teachers or professionals working in the field of disabilities.
Program
The entire program is administered by the Faculty of Education at the Montpellier campus, with a combination of in-person and blended learning, as well as distance learning delivered through synchronous and/or asynchronous formats. Since the courses are designed for working professionals returning to school, the program is organized into consecutive sessions on Wednesdays and grouped sessions during school breaks (5 days during the fall, winter, and/or spring breaks). Because the specialized teaching track within the EPI program includes preparation for the CAPPEI, its schedule is aligned with the training calendar designed for this certification.
Admission is at the L3 level, through the ecandidat platform, following approval by the academic committee. Recognition of prior learning may also be considered.
Each of the four tracks spans two years (M1 and M2) and includes, in the M1 year, a core curriculum equivalent to 140 hours of core coursework spread across the first and second semesters.
- The first semester (S1) consists of 77 hours of instruction divided into two course units (UE) offered exclusively as part of the core curriculum;
- The S2 program consists of approximately 120 hours of instruction, 63 of which—divided into three course units—are part of the core curriculum.
Students begin specializing in a track in the second semester of the S2 program—particularly through their research project—and this specialization is formalized in the M2.
From this perspective, the core curriculum serves as a foundation for research and for understanding the challenges and changes facing teaching, education, and/or training. It consists of 5 course units, which are organized as follows:
- Course 1 of Semester 1, “Challenges and Changes in Education,” forms the foundation of a theoretical framework centered on twelve educational themes, which are designed as a repository of reflective tools useful for both general education and program-specific learning. In the second semester, this course is followed by another course aimed at analyzing scientific literature from theoretical and methodological perspectives (“Analyzing Scientific Literature”).
- Two course units are designed to introduce students to the fundamental principles of the research process and to help them undertake a research project that will culminate in the writing of a thesis. These two course units are part of the core curriculum to ensure students grasp the core scientific concepts that will be built upon in each track during the third semester. They enable students to understand the differences between the tracks and to begin their research projects in accordance with their chosen program.
- The EU foreign language course is also taught in conjunction with reading and writing scientific texts.
In addition, the programs are interconnected—either through shared course units or by covering the same concepts using an approach tailored to the program’s learning objectives.
Select a program
Teaching the Humanities
Knowledge, Learning, Education, Identity, Research
The SAFIR program examines the development, evolution, and transmission of knowledge and explores different conceptions of learning. It aims to build skills in training-
—related to engineering practices—as well as skills in analyzing situations that closely reflect the actual work of professionals in the fields of education and training. The trainer’s identity and professionalism are developed within a community of practice through research and the implementation of research-based training initiatives.
Drawing on various fields of research in the sciences of education and training,
this program brings together a multidisciplinary team of faculty members and faculty-researchers.
Analysis of the Cultures and Work of Teachers, Educators, and Students
This program is part of a lifelong learning approach. It is designed for professionals in education and educational settings from all backgrounds (elementary school, secondary school, universities, nonprofit organizations, vocational schools, etc.) who wish to reflect on, adjust,
implement their practices, and develop them further by experimenting with innovations. It is grounded in scientific research focusing in particular on: a) the analysis of the “reality” or “activity” of teaching and learning, b) the cultures, demographics, and behaviors of learners, and c) educational relationships.
Education and Inclusive Practices
Since the passage of the law of February 11, 2005—the “Law on Equal Rights and Opportunities, Participation, and
Citizenship for People with Disabilities”—the education of students with disabilities
has been a government priority. However, regardless of their individual differences or their
needs, schools now have a mission to be fully inclusive. It must ensure high-quality education
by identifying and offering tailored solutions for every student from preschool through high school.
In line with this approach, this program has two objectives:
To train professionals on the challenges of inclusive education by enriching their knowledge
and practices and by helping them better understand and support students with
specific needs.
To develop a scientific culture linked to research in support of inclusion.
This master’s program is open to:
Teachers who wish to prepare for the CAPPEI certification (certification of professional aptitude
for inclusive education practices and specialized vocational training, established
by the decree of February 10, 2017).
For teachers in general education 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 support staff (tenured or temporary), and professionals in training or education.