While the education system is undergoing many transformations and school staff are still juggling the challenges arising from the pandemic, a new debate is occupying the public arena: the shortage of teachers.
The sometimes contemptuous attitude towards the faculties and departments of education, in particular with regard to the quality of the training given there, is one of the surprising elements. Teacher training is often described as time-consuming and sometimes unnecessary by some critical observers. We want to put such a point of view into perspective.
By simple mimicry
According to critics, the profession of teacher could and should be learned by simple imitation. Teaching is idealized according to an artisanal and technical vision. It is thus proposed to shorten the training to the benefit of a single mentoring in a work context, focusing on “tips and tricks” of the trade.
While this idea may seem attractive, it moves away from professionalization, contributes to the devaluation of teaching and above all raises the crucial question of the nature of the educational context desired for the future.
We know that on-the-job training, whether it is an internship in initial training or, in some cases, in a job situation, puts new teachers before a complex reality where decision-making is often made in the heat of the action. In order for teachers to be able to teach adequately and regulate their practice, a broad base of knowledge and the development of several skills are necessary.
The mission of universities
It is the mission of universities to train, with the appropriate critical eye, in the scientific and professional knowledge that prevails in education, to teach and support the appropriation of diversified pedagogical strategies, to stimulate the reflexivity of future teachers so that they can cope with the complexity of the action other than through trial and error.
In short, it is about getting them to develop an ability to question themselves in order to be at the service of students and continue to learn throughout their careers, beyond teaching methods, influence groups and false turnkey solutions.
Building on the existing collaboration between universities and school service centres, we believe that it is more promising to build new bridges between scientific and experiential knowledge, to develop broader university-community partnerships within the framework of which, for For example, university teaching would be relocated in a practical context and accompanied by educational advisers who are dedicated to professional integration. This would contribute to the support of teachers, so that they have time to pursue their learning, to plan and implement rich teaching-learning activities, to discuss and reflect on their practice.
The denigration of quality professional training for teachers runs counter to a promising attitude for the future. It is important to nurture renewed forms of continuing education in Quebec. The Chagnon reform of the 1990s contributed to this, by emphasizing practical training and organizing it so that trainees were supervised by a school teacher and a university supervisor.
Other methods of rapprochement have also gained in relevance and recognition since then. Let us think of the various forms that participatory research takes with schools.
It appears that thirty years later, we are ripe for a new cycle of collective professional development. But let’s do it without throwing the baby out with the bathwater…
In this regard, the fantasy of setting up a National Institute of Excellence in Education, which would guide educational interventions solely on the basis of so-called conclusive data, is only an illusion. The scientific value of these data is distorted by a profound misunderstanding of what research is, by its abusive generalization and by the adoption of a simplistic vision of a single teaching model applicable to all. A single approach will not be enough to respond to the diversity of students.
A societal concern
The faculties and departments of education as well as the personnel who work there are at the forefront of pedagogical strategies, teaching-learning models and approaches on which the various interventions are based. Replacing them with entities outside universities would be a step backwards. This would also run counter to what is observed in certain countries.
It is necessary to stop wanting to do and undo. Instead, let’s concentrate our efforts to federate and walk together towards a common goal… Let’s make education a main societal concern.
*Also signed this text:
Mylène Leroux, Professor, University of Quebec in Outaouais
Nancy Goyette, Professor, University of Quebec at Trois-Rivières
Françoise Armand, Professor, University of Montreal
Mélanie Paré, Professor, University of Montreal
Nathalie Gagnon, professor, University of Quebec at Rimouski
Patrick Giroux, Professor, University of Quebec at Chicoutimi
Geneviève Messier, professor, University of Quebec in Montreal
Valériane Passaro, professor, University of Quebec in Montreal
Audrey Raynault, professor, Laval University
Gabriel Dumouchel, Professor, University of Quebec at Chicoutimi
Mélanie Tremblay, professor, University of Quebec at Rimouski
Godeliva Debeurme, professor at the University of Sherbrooke