Master's in Mathematics : Teaching Focus (MONS) (day schedule)

		Study programme 2024-2025	Français
		Preparatory Training for Working in Schools
		Programme component of Master's in Mathematics : Teaching Focus (MONS) (day schedule) à la Faculty of Science

Code	Type	Head of UE	Department’s contact details	Teacher(s)
US-M2-MATHFD-008-M	Compulsory UE	DUROISIN Natacha		DUROISIN Natacha

Language of instruction	Language of assessment	HT(*)	HTPE(*)	HTPS(*)	HR(*)	HD(*)	Credits	Weighting	Term
Français	Français	0	0	10	0	0	1	1.00	Full academic year

AA Code	Teaching Activity (AA)	HT(*)	HTPE(*)	HTPS(*)	HR(*)	HD(*)	Term	Weighting
P-SEEF-194	Preparatory Training for Working in Schools	0	0	10	0	0	A	100.00%

Programme component

Objectives of Programme's Learning Outcomes

Adequately interpret situations experienced in the classroom and outside the classroom by mobilising knowledge in human sciences
Adapt to different school groups by mobilising knowledge in human sciences
Interact with the institution, colleagues and parents for effective partnerships
Master legal documents so as to practise the profession properly
Present information in a neutral and undirected way
Master the language of instruction, both orally and in writing

Learning Outcomes of UE

This programme will enable the students will be able to master the practical use of concepts relating to school life. In addition, students will be able to have a critical and documented understanding of organisational issues concerning schools outside class teaching/learning activities.

UE Content: description and pedagogical relevance

Organisational bodies at school: class council; participation board; school project, "CPMS"...

Prior Experience

To know the concepts worked during the course "Vie scolaire, gestion de groupes et des comportements"

Type of Teaching Activity/Activities

AA	Type of Teaching Activity/Activities
P-SEEF-194	Stages et activités d'intégration professionnelle

Mode of delivery

AA	Mode of delivery
P-SEEF-194	Hybrid

Required Learning Resources/Tools

AA	Required Learning Resources/Tools
P-SEEF-194	Vitali, C. (2015). Nouveaux enjeux pour La vie scolaire. Hachette Éducation. Beckers, J. (2008). Enseignants en Communauté française de Belgique. Mieux comprendre le système, ses institutions et ses politiques éducatives pour mieux situer son action. Bruxelles: De Boeck, Coll. Pédagogies en développement. Chauvigne, C. (2023). La vie scolaire: un espace d'éducation citoyenne au coeur de l'école?. Recherches & éducations, (25).

P-SEEF-194

Vitali, C. (2015). Nouveaux enjeux pour La vie scolaire. Hachette Éducation.
Beckers, J. (2008). Enseignants en Communauté française de Belgique. Mieux comprendre le système, ses institutions et ses politiques éducatives pour mieux situer son action. Bruxelles: De Boeck, Coll. Pédagogies en développement.
Chauvigne, C. (2023). La vie scolaire: un espace d'éducation citoyenne au coeur de l'école?. Recherches & éducations, (25).

Recommended Learning Resources/Tools

AA	Recommended Learning Resources/Tools
P-SEEF-194	Not applicable

Other Recommended Reading

AA	Other Recommended Reading
P-SEEF-194	Labrégère, R. (2010). Territoires éducatifs. Quand la vie scolaire prend l'initiative. L'Harmattan. Gasparini, R. (2013). Un contexte tendu autour des questions de discipline. Dans : , R. Gasparini, La discipline au collège: Une analyse sociologique de la note de vie scolaire(pp. 15-26). Paris cedex 14, France: Presses Universitaires de France. Gasparini, R. (2013). La discipline au collège: Une analyse sociologique de la note de vie scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.gaspa.2013.01. Perrenoud, P. (2000). Métier d'élève et sens du travail scolaire. Issy-les-Moulineaux : ESF. Perrenoud, P. (2011). Quand l'école prétend préparer à la vie... Développer des compétences ou enseigner d'autres savoirs ? Issy-les-Moulineaux : ESF, 221 p. de Saint Martin, C. (2012). Nommer les violences scolaires. Des incivilités au harcèlement scolaire. La lettre de l'enfance et de l'adolescence, 87(1), 119-126. doi:10.3917/lett.087.0119. Guillotte, A. (1999). Violence et Éducation: Incidents, incivilités et autorité dans le contexte scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.guill.1999.01.

P-SEEF-194

Labrégère, R. (2010). Territoires éducatifs. Quand la vie scolaire prend l'initiative. L'Harmattan.
Gasparini, R. (2013). Un contexte tendu autour des questions de discipline. Dans : , R. Gasparini, La discipline au collège: Une analyse sociologique de la note de vie scolaire(pp. 15-26). Paris cedex 14, France: Presses Universitaires de France.
Gasparini, R. (2013). La discipline au collège: Une analyse sociologique de la note de vie scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.gaspa.2013.01.
Perrenoud, P. (2000). Métier d'élève et sens du travail scolaire. Issy-les-Moulineaux : ESF.
Perrenoud, P. (2011). Quand l'école prétend préparer à la vie... Développer des compétences ou enseigner d'autres savoirs ?
Issy-les-Moulineaux : ESF, 221 p.
de Saint Martin, C. (2012). Nommer les violences scolaires. Des incivilités au harcèlement scolaire. La lettre de l'enfance et de l'adolescence, 87(1), 119-126. doi:10.3917/lett.087.0119.
Guillotte, A. (1999). Violence et Éducation: Incidents, incivilités et autorité dans le contexte scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.guill.1999.01.

Grade Deferrals of AAs from one year to the next

AA	Grade Deferrals of AAs from one year to the next
P-SEEF-194	Authorized

Term 1 Assessment - type

AA	Type(s) and mode(s) of Q1 assessment
P-SEEF-194	N/A - N/A

Term 1 Assessment - comments

AA	Term 1 Assessment - comments
P-SEEF-194	Not applicable

Resit Assessment - Term 1 (B1BA1) - type

AA	Type(s) and mode(s) of Q1 resit assessment (BAB1)
P-SEEF-194	N/A - Néant

Term 2 Assessment - type

AA	Type(s) and mode(s) of Q2 assessment
P-SEEF-194	Production (written work, report, essay, collection, product, etc.) - To be submitted online

Term 2 Assessment - comments

AA	Term 2 Assessment - comments
P-SEEF-194	A poster written by group of 3 or 4 students (submitted by Moodle). The students will have to write, in groups of three or four, an essay on a subject related to the practical organisation of secondary schools (for example, the school project, interior school regulations, school rules, the functioning of the PMS centre, of parents' association...). This work is composed of several stages 1) To research: what's the subject? What's its role? 2) To consider the subject to be analysed in each school (3 or 4 according to the number of members in each group). 3) To analyse each subject. 4) To compare the subjects in relation with their school. 5) To choose a specific slant for the analysis and to take into account the actors' point of view. All the students will have to interview (record face-to-face or remotely, depending on the health situation and sanitary measures taken) actors (teacher, parent, student, director, psychologist from the PMS centre) in relation to the analysis slant (for example: what's the relationship between the PMS centre and the parents' association? / what's the link between the teachers and the school project? /...). One of the objective is to show the specificities of the establishments attended. The recorded interview will be transcribed by the student who will analyse the point of view of both actors. Together, the students of one group will write down a poster (annexes not included) to be submitted before the first day of the session. This assessment is organised only once a year and is based on the team work only.

P-SEEF-194

A poster written by group of 3 or 4 students (submitted by Moodle). The students will have to write, in groups of three or four, an essay on a subject related to the practical organisation of secondary schools (for example, the school project, interior school regulations, school rules, the functioning of the PMS centre, of parents' association...).

This work is composed of several stages

1) To research: what's the subject? What's its role?
2) To consider the subject to be analysed in each school (3 or 4 according to the number of members in each group).
3) To analyse each subject.
4) To compare the subjects in relation with their school.
5) To choose a specific slant for the analysis and to take into account the actors' point of view.

All the students will have to interview (record face-to-face or remotely, depending on the health situation and sanitary measures taken) actors (teacher, parent, student, director, psychologist from the PMS centre) in relation to the analysis slant (for example: what's the relationship between the PMS centre and the parents' association? / what's the link between the teachers and the school project? /...). One of the objective is to show the specificities of the establishments attended. The recorded interview will be transcribed by the student who will analyse the point of view of both actors.

Together, the students of one group will write down a poster (annexes not included) to be submitted before the first day of the session. This assessment is organised only once a year and is based on the team work only.

Term 3 Assessment - type

AA	Type(s) and mode(s) of Q3 assessment
P-SEEF-194	N/A - Néant

Term 3 Assessment - comments

AA	Term 3 Assessment - comments
P-SEEF-194	No assessment is organised at the second session if the written report was not submitted at the first session and subjected to improvement (schools are closed during summer holidays)

(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term

More information on Higher Education Structure (’Paysage’ Decree)

Date de dernière mise à jour de la fiche ECTS par l'enseignant : 14/05/2024

Date de dernière génération automatique de la page : 17/01/2025

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Tél: +32 (0)65 373111
Courriel: info.mons@umons.ac.be