Chassé-croisé: how to integrate mobility and practice abroad in the training of primary teachers. Examples of a European and international course within.

Chassé-croisé: how to integratemobility and practice abroad

in the training of primary teachers.

Examples of aEuropean and international coursewithin the IUFM of Orléans-Tours

Welcome!

Françoise Wolf-Mandroux IUFM Orléans-Tours

Plan How to prepare the primary school trainee

teachers for an immersion abroad linguistic, cultural, pedagogical and practical

teacher training

Testimonies and work the 2nd year primary school trainee teachers

(=PE2) and the foreign trainees

After the immersion the birth of the European and international teacher

School placements abroad

The four-week exchange program for the PE2 Franco-British training exchange program Comenius and Tempus placements bilateral agreements

Two or three-month placements Erasmus

Mobility PE2 2004-2007

Evolution sur les 4 années du contrat :

Mobilité stagiaires

Année PE2 PLC2 Totalgénéral

Erasmus(3 mois)

4 sem 2 semTotal

PE% 4 sem 2 sem

Total PLC %

200431 46 8 85 10.34 6 26 32 5.70 117

200513 46 10 69 10.50 3 29 32 7.03 101

200622 29 9 60 11.15 6 45 51 10.40 111

200716 54 5 75 15.75

111(3 mois)

39 51 13.5 126

289 166 455

Destinations PE2 2007

Lucerne : 2

Craiova : 10

Twickenham : 15

Dublin : 5

Belfast : 5

Grenade : 8

Bristol : 10

Capacités d'accueil : 61 places et 55 candidatures retenues

Comenius Project, 2006-2008

Cadre pour une expérience de classe en Europe en formation initiale

Framework for class practice in Europe as part of teachers' initial training partners

France, Spain, Northern Ireland and Rumania

Tempus project, 2005-2007

Training of primary school language teachers

Framework of skills partners

Germany, France, Great Britain and Croatia

Linguistic and cultural training (1)

Teaching a language in primary education: level B2 CEFR (the Common European

Framework of Reference for Languages) in comprehension

level B1 CEFR in oral expression Official Instructions (BO, August 29, 2002)

communication activities discovery of cultural facts international dimension themes related to the environment of pupils of this

age authentic documents

Linguistic and cultural training (2)

Geneviève Zarate : a language teacher = a social actor

Importance of adapting to his/her cultural environment of adapting his/her pedagogy to the pupils of

the country

Preparation at the IUFM of Orleans-Tours

Language practice Knowledge of the culture Preparation to the teaching of FFL

(French as a Foreign Language) more confidence more practice

Advice and orientations Understanding a new environment and

adapting to it as best as possible Teaching one’s mother tongue

advantages and disadvantages

Writing a log book

Also available for the foreign trainees

Teacher training Linguistic skills Multidisciplinary skills Integrating cultural and international

dimensions while in immersion Confidence

“… the myth of perfection, the very French fear of making mistakes,…” Le Bihan (Jean-Claude), « Avant-après, la

formation croisée des professeurs des écoles stagiaires », Les Langues Modernes, 2007, p. 58-67

Preparing a teaching kit

Starting from the BO (Official Instructions) and the CEFR everyday life

interpersonal relations, food habits, family life, school; cultural environment

urban environment, festivals, history; tales and legends, nursery rhymes, literature and children's songs, comic strips; sports and leisure;

geographical, socio-economic and political environment geography ( French-speaking countries), institutions,

flag, famous monuments, currency

Use of new technologies (TICE)

Practical training Overcoming fears Giving the trainees the necessary

information in 2 steps: 1) theory: a course on didactics and

pedagogy 2) practice: teaching FFL (French as a

Foreign Language) and other subjects Meeting and preparing all the trainees:

initiation to FFL booklet

Booklets : some examples

Bristol Twickenham Common Framework of Objectives

BookletBristol

Twickenham

CommonFramework

Immersion Teamwork

1) from France: visits of the IUFM teacher trainers to the trainees

2) abroad: tutors, host teachers and staff in charge of the placements facilitating comprehension and exchanges

Personal and professional making of the teacher

Trainee = ambassador of his/her country Living in another country: sharing everyday life,

discovering another culture, another language and adapting oneself. It is also to discover oneself, to come back enriched from life experiments.

Testimonies Linguistic Aspect

a greater ease in the language Professional Aspect

more maturity and more confidence better prepared to teach the language motivation to make progress in the

language and to teach teaching improvement

Personal Aspect to feel “foreign” somewhere difficult return

Teaching achievements Making of a CD-Rom of FFL from the

trainees’ work 34 lessons

Many examples throughout Europe

Birth of the European teacher (1)

The placement abroad : a must revealing, significant and pioneering a rite of passage a passport the trainee acquires

know-how and know-to be growing adaptability

A life experience

Enriching course Controlling many teaching situations Facing multilingual pupils Meeting and integrating better the pupils

with specific needs

The training course abroad is not a tourist journey stands for a long-term training: that of life brings motivation, stimulation, happiness,

training, cultural and intercultural discovery, self-confidence

Birth of the European teacher (2)

Birth of the European teacher(3)

From training to consciousness belonging to the European Community

Birth of a European teacher teachers beyond borders

Condition To integrate mobility within the Initial

Teacher Trainees’ Training

Conclusion Placement abroad for all the teaching

staff “The visit or the exchange is to the

language teaching what the practical experiment in the laboratory is to the scientist, or the field work to the geographer” Tinsley (Teresa), Face à l’avenir, Les

Enseignants en langues à travers l’Europe, Centre européen pour les langues vivantes, Conseil de l’Europe, 2003, p. 62

I wish you a good conference!

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