Not surprisingly, the teacher shortage has resurfaced at the start of the school year, drawing in its wake the concern of parents and school administrators, who have no other option but to fall back on hiring unqualified teachers. Among them are graduates in mathematics, geography, history, etc. In short, people who are competent in their respective fields, but who lack an essential asset, namely training in didactics.
However, teaching is an art that is acquired, like most professions, through lived experiences, in other words, through teaching. Notwithstanding the important tools presented to bachelors in education sciences, learning the profession also finds its relevance in the provision of adequate courses in the field.
Consequently, it seems essential to me that unqualified teachers be supported by mentors who can gradually introduce them to the basics of teaching, including classroom management, a key variable underlying any form of communication of knowledge.
Without wishing to denigrate the importance of didactics courses, the fact remains that they are focused on theoretical notions that ignore the concrete situations that teachers are called upon to manage on a daily basis. Consequently, the mentor plays a crucial role, namely that of presenting the unqualified teacher with the basics of sound group management. After all, isn’t it by teaching that we learn to teach?
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