Celle constatation se transforme en une problématique de recherche,intéressante & mes yeux, que je voudrais mettre en lumière dans le cadre de mon mémoire de Master en Didactique de Fran
CONSIDERATIONS THÉORIQUES
FORMATION ET PROFESSIONNALISATION
The teaching role has evolved into one of mediation and support for learning It is no longer about merely delivering knowledge; instead, it focuses on guiding learners through their journey, providing direction, and offering assistance throughout the process.
Training is essential for any profession, requiring a blend of theoretical and practical experience, particularly in teaching Educators must possess foundational knowledge, specialized skills, and professional experience before entering the workforce The concept of training varies among individuals; some view it as a comprehensive process, while others see it as specific activities (Legendre, 1993) Emerging in the 1960s with a focus on its pedagogical aspect, the definition of training has evolved over time However, its core characteristic remains its impact on the learner's overall personality According to Legendre (1993, p 622), training not only encompasses necessary knowledge but also involves the development of skills and habits, integrating knowledge into daily practice to prepare individuals for their roles or jobs.
Like other scientific concepts, the notion of training initially held a specific meaning within a particular field before spreading to various other areas with similar applications According to De Peretti (1982), it was first utilized in the context of
Personal and professional development is essential in various research contexts According to Bancel (1989), education training merges theoretical and practical knowledge D'Hainaut (1988) suggests that training content encompasses knowledge, skills, and attitudes, enabling educators to fulfill their roles effectively As the teaching profession evolves throughout one's life, Feyfant (2007) emphasizes the necessity of training in any socio-cultural context He further asserts that training content should be tailored to meet the specific needs of education and the evolving expectations of society Collectively, these authors agree on categorizing training based on timing: initial and ongoing training.
Initial training, as its name suggests, serves as the foundational education aimed at equipping learners with essential knowledge and skills to prepare them for the workforce As previously mentioned, the teaching profession is multifaceted, requiring not only academic knowledge but also professional competencies to ensure teachers successfully integrate into the professional world.
In our research, we recognize that pedagogical internships are integral to initial teacher training, which is provided by universities like the University of Pedagogy in Ho Chi Minh City This represents the first stage of preparation for students pursuing a career in education.
Initial training for teachers is temporary, serving to certify their qualifications before they begin their careers This initial training is subsequently complemented by ongoing professional development, which provides teachers with continuous education throughout their careers.
1.1.2 La formation continue Elle existe sous plusieurs différentes appellations selon certains chercheurs :
Les termes ou les expressions utilisés pour désigner la formation continue sont nombreux : suivi, perfectionnement, approfondissement, adaptation, mise a jour,actualisation, Ces différents termes se référent & des opérations dont tout
13 systéme éducatlf a besoin pour assurer son évolution, réaliser ses finalités et améliorer sa qualité.
Continuing education is a multifaceted concept that can be described in various ways, including terms such as ongoing training, lifelong learning, professional development, and in-service training These expressions carry different meanings and connotations depending on the organization, society, linguistic area, and even the historical context.
Continuing education encompasses activities aimed at enhancing both the theoretical knowledge and practical skills of educators, facilitating their transformation in educational practices throughout their careers This ongoing professional development is essential for the professionalization of teaching As highlighted by Legendre (1993), continuing education follows initial teacher training and seeks to deepen knowledge in specific areas or improve the application of pedagogical methods and techniques.
1.2 La professionnalisation dans la formation des enseignants
Le terme ô professionnalisation ằ se dộfinit comme / ộvolution d'un mộtier vers une profession à part entiére ou le degré auquel il satisfait aux critéres d’une profession à part entiére’.
Teaching is considered a semi-professional occupation, as noted by Bourdoncle (1991) The professionalization of teachers is a gradual process that can vary in pace and evolves alongside conscious practice, offering different levels of expertise Wittorski (2008) emphasizes that professionalization involves intentional actions within work systems, highlighting it as a developmental process and a transaction These concepts illustrate the dynamic nature of teaching as a profession.
14 professionnalisation est un processus de développement intentionnel au rythme de chacun incorporé dans un système bien hiérarchisé.
The concept of professionalization encompasses development, which Clot (1999, p.122) defines as the process of utilizing the social world to create a personal environment for integration, thereby reformulating it through the creation of new meanings Similarly, Wittorski (2008, p.14) emphasizes that development involves a longer temporal dimension, focusing on the gradual construction of the individual over time This process is essential for building and enhancing the competencies of individuals According to Wittorski, the professionalization process unfolds in three distinct phases, as illustrated in the accompanying diagram.
{ Formation i SS | du sujet sur | i í \ Í
Figure 1.1 : Trois temps đe la professionnalisation (Wittorski, 2008)
Directly linked to the concept of the individual, this notion emphasizes the process of qualification and identity acquisition necessary for recognition by colleagues or the organization According to Wittorski, individual dimensions should not be overlooked in professionalization In this context, the relationship among the three key actors—Organization, Individual, and Training/Certification Body—is crucial, with shared responsibilities being the key to success.
Professionalization revolves around three key axes: skills, the acquisition of professional identity, and recognition Beyond initial training focused on knowledge, professionalization requires the development of skills in real-world situations, as skills cannot be fully realized without practical application Throughout this process, individuals seek recognition not only from their peers but also from the organization itself Once recognized, they can establish their professional identity.
La notion de développement professionnel se manifeste dans trois grandes perspectives : perspective développementale, perspective professionnalisante et
The developmental perspective aims to achieve two key objectives: fostering personal and professional growth through progressive advancement, and facilitating behavioral and emotional transformations over time Throughout their careers, educators strive to enhance their professional skills and behaviors This highlights a distinct sequential evolution between initial training and ongoing professional development Additionally, the professionalization perspective plays a crucial role in this process.
According to Uwamariya & Mukamurera (2005, p.135), professional development encompasses aspects such as skill enhancement, ongoing training, diverse learning methods, transformation of competencies and identity components, long-term learning processes, continuous research, and reflective practice These elements contribute to the gradual evolution of an educator's skills and professional identity over time However, effective professional development must be integrated within a specific professional environment, considering the social dimensions involved Supporting this perspective, Wittorski outlines six theses on the professionalization of teaching.
- La variété des situations propices au développement professionnel d*un individu.
- Le développement professionnel se réalise par une incorporation croissante des compétences à l’action et par leur hiẻrarchisation
- Le développement professionnel passe par celui de l’expérience.
- Le développement professionnel par soi, les autres et les choses.
- Le développement des personnes se réalise à la faveur d'une co- détermination et d’une co-transformation activité-acteur(s).
- Se professionnaliser en devenant un praticien réflexif.
LE TUTORAT DANS TOUS SES ÉTA TS
La formation d’enseignants de Irancais à Ho Chi Minh-ville
pour construire les premiéres bases du métier d’enseignant, lesquelles s’actualiseront durant les deux stages pédagogiques.
The two pedagogical internships account for 10 out of 38 professional practice credits, highlighting their significant role in university education These internships enable students to gain valuable hands-on experience in their professional field.
According to the Pedagogical Internship Handbook published by the University in 2016, there are two internships required for students: the first is a six-week internship in the third year, contingent upon the accumulation of 65 credits, and the second is a ten-week internship in the fourth year Typically, these internships are to be conducted in high schools; however, due to the lack of suitable educational institutions, they may also take place in middle schools, elementary schools, or in a province designated by the Department.
3.4.1 Premier stage pédagogique (stage d’observation/ Stage 1)
In the third year, this program assigns specific tasks to the intern, allowing them to explore the host institution and understand the educational context of the local area during their first internship.
- la structure organisationnelle, les taches et les fonctions des institutions pédagogiques et la situation de fonctionnement de I'école, les autres activités des étudiants, les politiques de la localité.
- les normes professionnelles des enseignants, les fonctions et devoirs des enseignants.
- la structure, le plan de cours ; les objectifs de la discipline b Renforcement des capacités éducatives :
- Savoir exploiter le potenticl pédagogique des contenus, des formes organisationnelles et des méthodologies pédagogiques face a des situations en classe.
* Đại hoc Sư phạm Thanh phé Hỗ Chi Minh (2018) Quy chế Thực tấp sư phạm trong đào tao gido viên theo hệ thông Tín chỉ.
Develop an action plan for the assigned class to ensure a coherent relationship between objectives, content, measures, timing, resources utilized, and expected outcomes The intern is required to attend one class meeting and lead at least four additional sessions.
Effectively guiding students in designing organizational scenarios for various types of extracurricular educational activities is essential This involves engaging students in educational initiatives, assessing their performance, and deriving personal experiences from these activities.
Effectively coordinating between parents and other educational stakeholders is essential for fostering a supportive learning environment Establishing friendly and respectful relationships is key to promoting collaboration Additionally, guiding students towards positive decision-making and problem-solving skills empowers them to navigate challenges successfully.
Building and updating the principal teacher's file is essential for effectively utilizing it in the evaluation process, making informed educational decisions, and maintaining student records Additionally, the practice of professional skills plays a crucial role in enhancing educational outcomes.
- Savoir utiliser des méthodes et des techniques pour comprendre les éléves de maniére à identifier les motivations et les méthodes d’apprentissage des éléves.
- Savoir analyser le programme de la matiére, la répartition, bien se préparer a
Venseignement S’entrainer à la conception de programme, proposer des ajustements significatifs basés sur la situation réelle.
- Assister aux séances types du tutcur ct des autres cnscignants, au moins quatre séances pendant le stage 1.
- Hl doit activement collecter et se documenter, élaborer deux fiches pédagogiques pour deux séances d’enseignement en groupe avec l’évaluation du tuteur.
Each student intern or group of students selects the most effective teaching resource previously simulated for classroom practice, pending the professor's approval This process emphasizes the accumulation and application of human skills in educating students.
3.4.2 Second stage pédagogique (Stage đˆexécution/ Stage 2)
The activities in this second stage are similar to those in the first, but with a greater depth and increased effectiveness While Stage 1 emphasizes observation, Stage 2 focuses more on execution.
- Pour lactivité de professeur principal de classe, le stagiaire assistera à deux séances types et dirigera 08 séances,
- Concernant la pratique d’enseignement, le stagiaire observera au minimum huit séances types et élaborera de 10 à 12 fiches pédagogiques Sur ces fiches préparées, i] mènera au moins 08 séances d*enseignement.
Quant à la durée, le premier stage est de 6 semaines, le second 10 semaines.
3.5 Le tutorat dans l’établissement scolaire Chaque année, les filières pédagogiques à Hô Chi Minh-ville, notamment de IUniversitẻ de Sai Gon et de PUP organisent des stages pédagogiques pour leurs étudiants de troisième et quatrigme année dans les lycées et les colléges, le plus souvent au début du deuxi¢me semestre de l'année académique.
In response to university proposals, secondary school administrations are preparing to welcome interns who will be mentored by teachers with at least four years of experience These teachers, particularly those with a heavy weekly workload, are tasked with dual responsibilities: teaching a subject and serving as the principal teacher for a class Consequently, they can provide guidance in both areas, depending on the specific conditions of each school Given the unique aspects of teaching French in Ho Chi Minh City, third-year internships are conducted in colleges and even in primary schools.
Nous aborderons les aspects de ce travail dans les chapitres qui suivent.
3.6 Conclusion partielle Dans ce chapitre, nous avons présenté, en premier temps, la langue francaise dans tous ses élats: sa place et Venseignement de cette langue au Viétnam, en particulier à Hô Chi Minh-ville (les differents cursus d’enseignement, le corps ằ Tl n'y a pas assez d'ộtablissements d'accueil pour tous les stagiaires Certains lycộes ne recoivent pas les
The article discusses the training of future French teachers at the University of Ho Chi Minh City, highlighting the program's exit standards and curriculum content It emphasizes the importance of pedagogical internships, detailing the guidelines and objectives for internships completed in the third and fourth years of study.
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The interview process is designed to accommodate various financial and technical resources, making it suitable for large organizations, as demonstrated by the sample size of 60 This method ensures anonymity for participants, while allowing for comparable responses, as the same questions are consistently posed to each informant.
Our questionnaire is designed to gather additional insights beyond what teachers provide, focusing on students' motivations, their perspectives on skills, preferences, reflections, evaluations, and recommendations regarding pedagogical internships.
When structuring questions, it is essential to ensure a natural flow for the respondent To achieve this, it is advisable to introduce the theme before presenting a series of related questions.
Afin đéviter des nuisances chez les enquétés, nous utilisons diverses stratégies,
@ une part, augmenter P'anonymat ct đ'autre part, transformer le contenu de certaines questions, ou encore, en débutant la question par un préambule qui vise à mettre le
A survey of 66 respondents indicates that they feel comfortable sharing their thoughts However, it appears that when discussing sensitive topics, respondents tend to be more honest when answering longer questions compared to shorter ones.
The initial questions in the survey focus on gathering information about the participants' profiles, while subsequent sections aim to collect data for analysis Conducted online, the survey's responses are challenging to monitor; therefore, this section is designed to implicitly select the audience that aligns with our objectives To achieve this, we primarily included questions that encourage participants to choose from a predefined list of options Additionally, an open-ended question was included at the end of the questionnaire to provide respondents the opportunity to share any information they deem necessary.
The study utilized a self-administered questionnaire written in Vietnamese, the native language of the respondents, to enhance their comfort in expressing themselves The questionnaire consists of twenty questions, including open-ended, semi-open-ended, closed, and multiple-choice formats, organized into three sections.
The first section focuses on the pedagogical internships undertaken by the participants The questions aim to gather information about the internship location, preparation, activities conducted during the internships, as well as the interns' perspectives on their experiences and the challenges faced throughout the process This section consists of 10 questions, including 9 closed-ended and 1 open-ended question.
The second part focuses on the interns' perspectives regarding the tutor's profile, including their behavior, activities conducted during the internships, and the interns' evaluations of their mentors This section provides a complementary view to the tutors' insights on their mentoring practices, ultimately leading to recommendations at the conclusion of this work.
The final section provides recommendations for the key players involved in internships: the training institution, the hosting establishment, the supervisor, and the intern This allows us to offer additional insights alongside the analysis of the supervisors' interview results, aiming to enhance the quality of internships This section includes two questions, one open-ended and one semi-structured.
We prioritized visual presentation to ensure clarity and prominence of instructions We made certain that the questionnaire is readable and transparent regarding its items It is crucial for respondents to be aware of all questions asked in the questionnaire To facilitate this, we configured Google Forms so that questions are sequential, requiring participants to answer each question before moving on to the next This approach allows us to obtain comprehensive results from each respondent.
A public questionnaire was distributed to a sample of approximately 60 students, including fourth-year students and graduates from 2016 We received a total of 55 responses, and after verification, 52 were deemed valid for data analysis The three excluded responses were from third-year students, which did not align with our target audience.
Before distributing the questionnaire, a pilot test was conducted to ensure its clarity and comprehensibility for respondents It was administered to a small sample of two fourth-year students Following the pilot test and subsequent adjustments, the questionnaire was validated with participants from the pre-test Two distribution methods were employed: direct hand-to-hand distribution for known individuals and distribution through alumni to reach classmates whose contact information we did not have.
Participants were asked to complete the questionnaire by clicking on a provided link and returning it to our personal email To allow ample time for respondents, data collection was conducted after one week, enabling us to synthesize, transcribe interviews, and analyze the results effectively.
8 hups://forms.gle/n2sHm I pAmrhzSsW9
4.3 Conclusion partielle Dans ce présent chapitre nous avons rappelé brièvement les questions de recherche et les hypothéses Afin de valider ces hypothéses avancées, nous avons opté pour deux outils de recueil des données dont l’entretien destiné aux enseignants- tuteurs et le questionnaire destiné publiquement a ceux/celle ayant passé les deux Stages pédagogiques.
We presented the various components of each tool, their objectives, and the methods used to implement both approaches Due to the pandemic, both were conducted online, which offers advantages for data collection and processing but also poses challenges in managing non-verbal cues Additionally, transcribing five interviews lasting between 45 to 60 minutes each appears to be a monumental task Nevertheless, all these steps are essential for our analysis of the data collected in the following chapter.
ANALYSE DES DONNÉES ET CONFRONTA TION
Analyse des résultats du questionnaire destiné aux staglaires
As previously mentioned, our survey targeted French-speaking students in the educational field who have completed two teaching internships We received a total of 52 responses, including 9 from students currently in their fourth year of training and 43 from graduates.
Eight out of fifty-two respondents had started learning French at university, resulting in less than five years of experience with the language These individuals faced challenges during their initial training and teaching internships.
5.2.2 Représentation sur les stages et le tutorat chez les stagiaires Malgré la formation d’enseignants de lycée, 90% des stagiaires effectuent leur stage | au collége, vu les particularités évoquées dans le chapitre précédent Pour 61% des enquétés, le stage a lieu dans les lycées, ce qui est conforme aux objectifs de formation đe l’université Les stages organisés a l’école primaire sont limités avec
6% et 10% des réponses En ce sens, vu la capacité d’accueil des établissements đ`enseienement du frangais, une partie des étudiants font leur stage a l’école primaire.
Le pourcentage du stage 1 en Le pourcentage du stage 2 établissement scolaire en établissement scolaire m Ecole primaire @ Ccole primaire mCollége = Collége m Lycée m Lycée
Figure 5.1 : Répartition des établissements d’accueil des stages
The selection of internship placements for students is predominantly managed by the French Department, accounting for 77% of cases In contrast, 19.2% of students choose their internships from a provided list, while a mere 3.8% secure their placements independently.
82 convenant a leur souhait Chaque année, le Département de Frangais prend contact avec le SEF ou le BEF” et les directions d’écoles pour demander l`accord d`y envoyer les étudiants.
When students choose an internship establishment, their criteria vary significantly A survey reveals that the intern's skill level and the attitude of the host institution's mentors are the most critical factors, with 53.84% and 51.92% of responses highlighting their importance This reflects students' concerns about meeting mentor expectations and the evaluation process Other less prioritized criteria that may influence their choice include personal relationships, the reputation of the host institution, proximity, and individual preferences.
To ensure effective internship preparation, trainees receive information about the internship location, class level, and content However, details regarding the internship supervisor are often unclear, as indicated by 36 out of 52 responses This suggests that interns may need to familiarize themselves with their supervisors during the internship, potentially leading to challenges throughout the experience.
In general, information about internships is gathered from various sources, primarily from faculty members of the department (96.2%), followed by students from previous cohorts (46.2%) and the interns themselves (28.8%) Additionally, insights are provided by teachers from partner institutions, who are invited annually by the department (7.6%) These sources of information facilitate the integration of interns into their new environment, highlighting the crucial role of the mentor in this preparation process.
The perspectives of respondents regarding the duration of the internship are quite varied While 75% believe that the internship length aligns well with the set objectives, this approval drops to only 63.5% for the second internship Some participants who disagree suggest reducing the internship duration to four or five weeks (7.7%) due to concerns about students' limited language skills, which can impact their psychological readiness.
3? SEF: Service de I'Education et đe Ja Formation ; BEF : Bureau de I’ Education et de la Formation
A significant 83% of trainees exhibit a degree of shyness and hesitation when interacting with their peers, which may lead to a lack of motivation during their internship Conversely, 13.5% of interns express a desire to extend their six-week experience, viewing the internship as a valuable learning opportunity aligned with their career choices Similarly, for the second internship, 23.1% of participants prefer to limit its duration to less than ten weeks The reasons for these preferences remain unclear but are likely similar to those observed in the first internship.
According to the objectives outlined in the Pedagogical Internship Handbook, this training period allows students to become familiar with the professional environment, with 75% of responses indicating this benefit Additionally, 53.85% of participants engage in principal teacher activities, while 55.77% focus on teaching activities Notably, the first internship emphasizes principal teacher responsibilities more, resulting in a higher engagement rate of 48.1% compared to 11.5% in the second internship Conversely, the second internship places greater emphasis on teaching practice, with participation rates of 46.2% for stage two compared to just 5.8% for stage one.
Internship activities are diverse and can be categorized into mandatory and optional groups Optional activities include observing tutor sessions and fellow interns, group class simulations, developing teaching materials for the responsible class, accompanied teaching with practice analysis, and organizing activities for the responsible class Most interns complete the tasks outlined in the pedagogical internship booklet, but the completion rate varies among interns and depending on the type of internship For instance, regarding the task of observing tutor sessions, some interns do this during the first internship (17 out of 52), while others do it in the second internship (8 out of 52) Consequently, some interns do not attend the standard session conducted by the tutor, which can be attributed to the distribution of interns into subgroups under different tutors.
On y reconnait que les stagiaires ne réalisent pas certaines activités méme si elles sont nécessaires pour la formation et la professionnalisation Cela s’expliquerait
The article highlights the issues arising from inconsistencies in the working methodology between tutors and their interns, as well as the lack of responsibility from the interns and the limited time availability of the tutors These factors contribute to ineffective learning experiences and hinder the overall success of the internship program.
Mandatory activities are typically organized by the institution or assigned by the tutor to the intern The implementation of these activities varies from one institution to another and from one tutor to another, reflecting a lack of standardization in the tutoring process, as tutors rely on their personal experiences to fulfill their roles.
5.2.3 Représentation sur les tuteurs chez les stagiaires
The competencies of a tutor are crucial for the success of an internship Before the internship begins, trainees are informed about their tutor, who should possess professional experience and a diverse skill set, including knowledge, practical skills, and interpersonal qualities The tutor's knowledge is demonstrated through their linguistic abilities in teaching and evaluating the trainee, which is a key aspect of the internship Mastery of knowledge, procedural skills, and supportive techniques is essential for effective tutoring, as deficiencies in these areas can hinder the internship experience Additionally, trainees believe that a tutor should leverage their experience and strategic thinking to progressively guide the trainee, ensuring that theoretical knowledge is complemented by practical application.
The analysis of the questionnaire data reveals that apprentices receive both technical and moral guidance For these trainees, the education provided in the training institution is not theoretical or abstract; rather, it serves as support that enables each individual to advance based on their own experiences Trainees report progress through the analysis of their real-world attempts and the advice given by their mentor.
A Tavis des stagiaires, le tuteur devrait favoriser la mise en rapport de la compétence atiendue et des savoirs associés qu'il mobilise dans une situation réelle.