Teacher training internship practices at the University of Teacher Education in the canton of Vaud in Switzerland: a case study
Editeur(s) scientifique(s)Prakasha, G.S.
Type de référence
Langue de la référenceAnglais
Référence APAZinguinian, M., Gilles, J.-L., Chajaï, S., Laflotte, L., & Zbaeren, Y. (2023). Teacher training internship practices at the University of Teacher Education in the canton of Vaud in Switzerland: a case study. In G..S. Prakasha & A. Kenneth (Eds.), Teacher Education: An Analytical Approach to Internship Practices Around the World (pp. 98-116). London, United Kingdom: Routledge India. Retrieved from http://hdl.handle.net/20.500.12162/6921
RésuméIn this chapter, we present the concept of a work/study programme of teacher training at HEP Vaud. Whatever the study programme (primary education, secondary education or specialized education), HEP Vaud provides a professionalising training programme. In other words, the work/study system at HEP Vaud creates synergies between: 1) trainers with complementary expertise (PraFos and HEP trainers); 2) practice facilities (EPF) but also practice analysis facilities (integration seminars, debriefings with the trainers); 3) framework tools (internship contract, competency framework) and professional evaluation and development tools (descriptive scales, intermediate and certificational reports). One element that we believe is essential for this synergy is the existence of internship visits. In fact, it is during these visits that students can benefit from the expertise of the trainers and thus analyse their practice with regard to their training goals and professional expectations. Another strong point of the system is the use of a tool common to the different actors: the descriptive scales. As explained in this chapter, these scales allow the positioning, with as little subjectivity as possible, of the student’s teaching-learning practices according to the key professional criteria laid down by HEP. Their use by the student are necessarily decisive for the student’s professional development. The purpose here is to develop a reflective practice also during the integration seminars at HEP. Finally, the last specificity on which we would to dwell is the possibility for the student who so wishes to complete an employment internship with full responsibility on a paid basis. While ensuring the necessary support in the profession, this opportunity allows for a high degree of autonomy in the student’s practical training. Furthermore, the integration of new teachers (through the employment internship) allows both partner schools and HEP to prepare for immediate succession and to contribute fully to the training.
Titre de l’ouvrage principalTeacher Education: An Analytical Approach to Internship Practices Around the World
Maison d’éditionRoutledge India
Pays d'éditionUnited Kingdom
Evaluation par les pairs (peer reviewing)oui
Portée nationale / internationaleinternationale
Nombre de pages270
URL permanente ORFEEhttp://hdl.handle.net/20.500.12162/6921
Autre(s) URL(s) permanente(s)http://doi.org/https://doi.org/10.4324/9781003253242
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