Academic institute of training of the Masters

The academic institutes of training of the Masters ( IUFM ) are public corporations of Higher education of the French State education. They are in charge of the training of the teachers of the first and the second degrees.

History of the IUFM

The Loi Jospin (1989) envisages the creation of the academic institutes of training of the Masters. In 1990 and 1991, the IUFM replace:

for the teachers: the teacher training schools teachers;
for the professors of the colleges and colleges: regional teaching centers (CPR);
for the professors of vocational training: national teacher training schools of training.

Their creation fell under a movement of bringing together between teachers of the primary education and the professors of the secondary (college and college), from now on all recruited after the license and aligned on same grid of wages. Thus was created the body of the professors of the schools in replacement (in the long term) of that of the Instituteur S.

Statute of the IUFM

The 31 existing IUFM, are one by academy, under legal status of public corporation related to administration (EPA), and directed by a director named by the minister in charge for higher education and were originally managed by a council chaired by the Recteur of academy.

Pursuant to the law '' of orientation and program for the future of the school '' of 2005, the IUFM must be integrated at the latest in 2008 with their Université of fastening. They will not be thus any more of the independent establishments. The first integrations in this direction were marked end 2006.

Functions

The IUFM ensure:

near the students, the preparation with the contests of teaching;
near the probationers, the initial training of the prizes winner to these various contests;
near the established officials (teaching in station), the continuing education .

Preparation with the contests

The " first year of IUFM" , is devoted to the preparation of the students to the various contests of teaching:

recruitment competition of the professors of the schools (CRPE);
recruitment competition of the Professor S of the colleges and colleges (CAPES);
recruitment competition of the professors of technical education (CAPET);
recruitment competition of the professors of physical education and sporting (CAPEPS);
recruitment competition of the professors of the vocational schools (CAPLP);
recruitment competition of the principal advisers of education (CPE).

During this year, the student are called " PE1" (preparing CRPE), " PLC1" (preparing a CAPES, a CAPET or a aggregation), " PLP1" , " CPE1" …

Initial training

At the time of the " 2nd year " , the IUFM ensure the professional training of the prizes winner of the contests quoted above during their year of training Fonctionnaire, in order to validate the practical part of their contest.

At the time of this year, the trainees are called PE2 (prizes winner of CRPE), PLC2 (prizes winner of CAPES or a aggregation), PLP2, CPE2… To be established, these initial teachers must satisfy the acquisition of a whole of competences described in the new schedule of conditions of the IUFM (2007). The professional report disappeared from the schedule of conditions. On the other hand the IUFM can maintain it within the framework of their autonomy. The admission by the academic jury will be done on the basis of inspection of the trainee in situation and study of the file of compténces that this last will present, after having constituted it in IUFM, to the members of the academic jury.

If they are admitted by the academic jury, they obtain their professional diploma or their training certificate of the vice-chancellor of academy then are established by this last (secondary schoolteachers) or by the inspector of academy, director of the services of the State education of the department of which they depend (primary schoolteacher).

Continuing education

The IUFM organize then the continuing education teaching personnel posts some since the suppression of the MAFPEN in 1998.

The teachers can be registered annually with modules appearing in the “academic Plan of formation” or the “departmental Plan of formation”. Once obtained the possibility of taking part in the training courses, those are held is over school time (the teachers are replaced by full-time teaching staff of a station of replacement or trainee teachers), or except school time.

Trainers

They can be:

main trainers: teachers or professors of the schools having passed successfully the CAFIMF (training certificate with the functions of formative main teacher) or the CAFIPEMF (training certificate with the functions of formative professor of the schools main);
teaching from the secondary: PIUFM (Professor of IUFM) and secondary schoolteachers detached or (working at the same time in the secondary and the IUFM). These teachers intervene in the disciplines belonging to the program of the primary education, but also in philosophy of education and sometimes in other social sciences for education;
teacher-researchers: university lecturers and professors of the universities;
outside contributor: people of different backgrounds bringing an expertise in a particular field.

From now on, the IUFM recruit teachers time-sharing (IUFM and another establishment, primary education or secondary for some five year old contracts), full-time teachers (Incorporated, certified or professor of the schools) and teacher-researchers. The philosophers ensured in the old teacher training schools of the courses of psycho-pedagogy, which disappeared, replaced by lesson of psychology, sciences of education, history of education and philosophy. There exists a national plan for the IUFM, (cf the schedule of conditions of the IUFM published in 2007 with the Official Bulletin of the Minister of education Main road) organizations decentralized at the regional level.

Criticisms against the IUFM

In spite of the wish to establish in the IUFM a common culture between first and second degrees, the majority of the analyzes note the maintenance of great disparities between professors of the schools and professors of the colleges and colleges.

Pedagogy that propose the IUFM is the object of criticism recurring, often contradictory. One reproaches them for being too much “theoretical”, but also for wanting to impose an egalitarian official pedagogy which would have as a result the levelling down. One points readily the low level of the students, but also of their trainers. The successive reforms tend to directly place the trainees on the ground, or to reinforce the role of the inspections in the formation.

Philippe Meirieu notes that “the creation of the IUFM takes its source in a double and contradictory requirement” ( the machine-school ). On the one hand it was a question of taking as a starting point the teaching assets elaborate essentially in the elementary school. But in addition, one wanted to reinforce the disciplines and “universitariser” the training of the teachers of the primary education. It is this marriage of carp and the rabbit which explains the convergence of criticisms exits from opposite points of view.

These last years, the persons in charge of the IUFM joined together within the Conference of the Directors wished to take into account the contributions of the researchers (Bernard Lahire, or Bernard Charlot) who show that essence in academic success, it is the report/ratio with the knowledge, the opening to the thought symbolic system and abstract. They in particular put forward the results of research in the debate on the training of the reading in order to preserve a training of the Masters leant with the university research on the matter. In addition, they often claimed an increase in the duration of the training of the Masters in order to ensure a better balance between the presence of the trainees on the ground and the construction of the knowledge necessary to their activity. In 2007 the new schedule of conditions of the IUFM impelled by the ministry increases the presence of the trainees vis-a-vis the pupils during their formation, makes disappear the professional report and establishes the concept of file of competences for the trainee. The Ministry chooses to support the formation by the ground while moving away reflexive dimension from the formation (in particular by removing the obligation to submit a professional statement) and by pragmatisant the professional training of the trainees by the development of a wallet of competences which will follow the young teacher in the first years of its activity in school. In spite of an integration of structures IUFM at the university the National Minister of education maintains by the schedule of conditions and the organization of the formation a logic of vocational school, thus accentuating the raised paradox some time ago already by Philippe Meirieu.

Particular case

In the absence of university with Mayotte, the island lays out of a Training institute of the Masters (IFM) not academic.

See too

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