The Student-Teacher’s End of Study Project: Content and Scope of the Professional Memory

Abstract

We no longer have to demonstrate the complementarity of the academic component with the educational component of the initial training of future teachers. It is obvious that there is still more to be said about the content of academic training. But what concerns us here is the third component of the training, “the end-of-studies project”. The latter really prepares the person in training to become “professional” in the practical sense of the term.The evaluation which focuses at the end of the student-teacher's training course on specialist (professional) notions will take place at the level of the modules which prepare for this professionalization (didactics of the discipline, general didactics, pedagogy …), in addition to the internship which will put the student-teacher in direct contact with the class. The application professor of the establishment where he is assigned for his internship will evaluate him, rating him on an evaluation grid specific to the internship. However, what the student-teacher retains from his or her course can only emerge and be truly evaluated in “personal,” “individual” and synthetic work.The end-of-studies project characterized in a professional dissertation represents work that articulates the different aspects of the training. It involves the future teacher in an analysis of professional practices which will allow us, the trainers, to identify their skills in analyzing a problem, in proposing avenues for reflection or action by referring to existing work or experiences in the field. , but on the ground.We question the importance of the scope and the pedagogical-didactic objective of the professional dissertation planned in the end-of-study project of the future teacher in our ENS. The experience we had at L'ENSET d'Oran with our first class of PEFs leaving in 2008/2009 allowed us to achieve our objective of professional training.