Bernard Drainville, a much better Minister of Education than his critics say, decided to set up a short program to allow university graduates from traditional programs (history, literature, biology, etc.) to teach high school .
This is a simple common sense measure that will allow many people to continue their career in teaching, to which they were often naturally destined, but which was blocked from them, for corporate reasons dating back to the early 1990s.
Pedagogy
We will summarize the Drainville proposal as follows: someone who has a baccalaureate or a master’s degree in history, for example, will follow a year of pedagogical training, then will be able to teach, without imposing a full baccalaureate in “teaching” as they should do at the moment. Of the history”.
This decision by the minister marks a break with the Faculties of Educational Sciences, which have exercised a real monopoly on schools for around thirty years, and which played a major role in its cultural collapse.
Because educational sciences have wanted to reduce the share of culture, knowledge, or as we say, knowledge, in teacher training.
For them, teaching is essentially a technique, and they would even like to make it a science: a good teacher should be able to teach French, history, mathematics indiscriminately, as if these knowledge were interchangeable.
But this is an error: teaching is an art, and depends intimately on the mastery of the subject taught by the teacher.
Culture
The more he knows it, the more he will be possessed by it, the more he will want to transmit it in the manner of vital knowledge, without which life is incomplete, and the more he will be able to captivate the students, almost convert them to his subject.
From this point of view, disciplinary training is not optional, but foundational to a commitment to teaching. Bernard Drainville is right to return to it.