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Science training for primary school teachers in Science France

Science training for primary school teachers in Science France. David Jasmin, La main à la pâte , France European summer school for primary science trainers , Erice, July 2005. Outlines. French context pre and in-service training in France

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Science training for primary school teachers in Science France

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  1. Science training for primary school teachers in Science France David Jasmin, La main à la pâte, France European summer school for primary science trainers , Erice, July 2005

  2. Outlines • French context • pre and in-service training in France • La main à la pâte contribution to teachers professional development • Training principles • Pilot centers • Website • Others training activities • Conclusions Teacher training in France, David Jasmin, Erice, July 2005

  3. French Context • Primary education • 61 000 primary schools • 350 000 classes • Kindergarten: 99.5% of the 3 – 6 years old • Elementary: 100 % of the 6 – 11 years old • Primary school teachers • Polyvalent teachers (same teacher for all subjects) • Recruited at level high school +5 (since 1991) • 75 % literary / 80 % women Teacher training in France, David Jasmin, Erice, July 2005

  4. French context (2) • Situation in France in 1995 • Focus on reading/ writing/ counting • 4 hours/week for • Science • History/Geography • Civic education • Sciences in < 3% classes • Often biology • Often frontal pedagogy • Rare in training sessions • Few experiment material at the school • No link with scientific community Teacher training in France, David Jasmin, Erice, July 2005

  5. French context (3) • 1995 – 1996 • small scale experimentation based on Hands’on approach in 344 classes called La main à la pâte • 2000 • The experimentation has expanded to over 5 000 classes • The Ministry launch an official Plan for quality science/technology teaching in all schools (350 000 classes) inspired by La main à la pâte / Implementation of local and national plan management committees / Financial support for training sessions • 2002 • New national Curriculuminspired by La main à la pâte and focus on inquiry process : question-observation- argumentation – synthesis – science notebook • 7 % of in-service training dedicated to Sciences • 2003- 2004 • Publication of resources for teachers and trainers (guide for teacher training (Ministry of Education) • 2004-2005 • New data : ~ 25 % teachers teach science, mostly with an active pedagogy • But decrease of in-service training session ( 3%) Teacher training in France, David Jasmin, Erice, July 2005

  6. Teachers fear to teach sciences • « I don’t know / I’m not a scientist » • Afraid of doing science and experimental work • Using active pedagogy • change their status in the classroom • Afraid of saying « I do not know » to children • Afraid of losing the control of the classroom: • allowing the children to speak • putting the children in groups • Keep things in order, buying material… • Training aims at changing attitude toward sciences and their position in the classroom Teacher training in France, David Jasmin, Erice, July 2005

  7. Pre-service training • data • In charge of IUFM ( university center ~ one center / county) • 1 year for exam preparation + exam+ 1 year for professional development • ~ 60 hrs of science 1st year ( for those who has choose science option for the contest) / 2nd year : 40 hrs (for the others) • Trends • Decrease since 5 years • Less disciplinary approach ( in some counties) • In 2006, Science will be an mandatory proof in teacher exam but written proof. Teacher training in France, David Jasmin, Erice, July 2005

  8. In-service training national • National training plan ( for coordinators – very few science stage) • Department training plan ( for teachers) from 1 to 3 weeks + one or two science resources teachers for continuous support • County training plan : 12 hours / year - mandatory ( all fields) Department County Teacher training in France, David Jasmin, Erice, July 2005

  9. Pre-service training from a teacher point of view • Diversity of the offer • Different kinds of training – time – content - approach / yearly planed / / different kinds of trainers / depend of the budget / during working days -supplied trainees / depending of the local educational authorities • No constraints • Except the 12 hours / year , a teacher can have access to an average of 1 week of training (all fields) /year BUT he has no obligation to be trained. • no commitment, no evaluation….  Tricky ( rend difficile) to establish coherent training strategy targeted the whole teacher except at local level ( priority decided by local educational authorities) Positive points : Ministry of Education has decided to increase up to 8 % the rate of science in service training , to identify 1 school resource per county. Training are more process focus than content focus. Teacher training in France, David Jasmin, Erice, July 2005

  10. Teacher training : training principles • Homomorphism principle : to train teachers as children will be taught • From this practical approach : • Analyze a possible transfer in class / Understand the different aspects of an inquiry / process / Explore material /Acquire scientific concepts / links with other Fields / Have fun and be confident (You can do it yourself) • Involve (and invite) scientists to have a science insights • Organize a post-training follow-up • Involve trainees in resource implementation and productions (class sequences, books, Websites...) Teacher training in France, David Jasmin, Erice, July 2005

  11. Teacher training • Issue : to convert the institution ( IUFM , ministry..) to this kind of training • IUFM trainers network (1 correspondent / region) • Meetings between trainers (Erice 1, national seminar) • Exhibition “ history of science education” • Participation Map team to training session • Production of learning ressources Teacher training in France, David Jasmin, Erice, July 2005

  12. Network of 14 pilot centers • Group of 50 to 200 classes in the same geographical area • Continuous support to teachers • Local websites • Local resource centers • Collective works (evaluation / strategy..) Teacher training in France, David Jasmin, Erice, July 2005

  13. Internet : a self training tool • Creation date : 1998 • Lack of cooperationin schools • Responsibility of : • Académie des sciences • Institut National deRecherche Pédagogique • 5000 pages • Locally produced resources to teachers • Scientific and pedagogic hotline:consultants ( 200 experts) • Linking teachers - trainers – scientists • Everything is free http://www.inrp.fr/lamap Teacher training in France, David Jasmin, Erice, July 2005

  14. Other activities • Scientific partnership at school • More than 60 scientific centers involved • National reflection about partnership inMay 2004 (colloquium at ENSAM Paris) • Objectives • Different types of partnership • Rules • Adoption of this charter by theMinistry of Education Teacher training in France, David Jasmin, Erice, July 2005

  15. Graines de sciences : working together • Why ? • Make teachers discover pleasure of practicing science for itself (not only for teaching !) • Make teachers learn scientific concepts, adopt scientific method • Make teacher’s conception of science evolve • Who ? • 30 teachers / trainers and 8 scientists • When ? • Each year (in October) • During the session • Each scientist leads an informal workshop (3 hours) close to its research subject • After the session • Scientists and teachers write together the book “Graines de sciences” Teacher training in France, David Jasmin, Erice, July 2005

  16. Conclusion • In 10 years in France : science in 2-3%  ~25-30 % classes • Teacher training and coaching is still the main issue for generalization BUT • Training and follow up depend on humans ( on not structures), ministry yearly budget and institutional instructions • Autonomy of trainers and teachers makes difficult to have a global and long term strategy and a quality control on training content To reform science education, we need to political willingness and support, a definition of common principles, a long term and coherent policy, gather high quality resources for trainers. • Scientist can play an essential role, by: • Accompanying teachers • directly in classroom (~ science students as partners) • trough the Internet (~ researchers as scientific consultants) • Training • teachers • teacher’s trainers • Taking part in writing “official” books (guides for teachers and for trainers) • Internet is very powerful : • Contributes to the professional development of teachers • Allows a rapid and massive diffusion of the new teaching practices • Tenacity : 10-20 years Teacher training in France, David Jasmin, Erice, July 2005

  17. Appendix Teacher training in France, David Jasmin, Erice, July 2005

  18. Perpignan pilot center • Educationallocal authority • Impulsion • coordination • University - CNRS • Local authorities • Scientific • companionship • material • Training center • Teacher training • Resources centre • Documents, material • Internet website Referent teacher In each county schools schools schools schools schools schools schools Teacher training in France, David Jasmin, Erice, July 2005

  19. From a local to an international network • + 11 local websites representing a district • Best European teacher-training website 2001 • Mirror sites • International Website(Mapmonde): • For teachers (France,Colombia, Brazil, Senegal,Morocco, Quebec, Egypt,Serbia, Chile) • Free resources • Creating a communityaround the teaching ofscience at primary school http://www.mapmonde.org Teacher training in France, David Jasmin, Erice, July 2005

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