 | |
| YSTG0300-1 | Training
 |
|
| Duration : | |
|
| Credits/ECTS : |
|
|
| Holder(s) : | Brigitte Denis, Daniel Faulx |
|
| Coordinator : | Daniel Faulx |
|
| Language : | Langue française |
|
| Course contents : | This individual work placement will give students the opportunity to confront their theoretical knowledge with reality, whether that be on the ground, socially or through research. It will enable the student to put into practice one or several actions on the ground by applying one of the scientific methods relating to the deontological code. This time-limited placement will encourage personal reflection on the role of an adult trainer and his or her own integration into training practice. |
|
| Course objective : | This Masters placement is a participative observation placement. It gives students the possibility to put into practice real training initiatives on the ground (eg.: needs analysis, creating a notebook, creating a pedagogical design, management and/or leading a training session, evaluation, etc.). More specifically, this placement will allow students to:
- come into contact with adult training in practice and to identify the particularities of adult training
- to ask themselves questions about their future career as an adult trainer - to demonstrate their critical and deontological abilities
- to adopt a style of questioning and a style of learning and put oneself in a position to learn
- to compare theory and practice, to compare theoretical ability with practical ability. |
|
| Prerequisites : | None |
|
| Workshops : | None |
|
| Organization : | The 13 ECTS are divided as follows:
- Participation in an adult training awareness-raising seminar: 1 ECTS - 3 days in April.
- Participation in seminars accompanying the placements (*): 1 ECTS - 4 to 5 sessions.
- Carrying out the placement (**): 8 ECTS - 192 hours.
- Drafting the placement report (***): 2 ECTS.
- Building a portfolio (****): 1 ECTS
(*) the UAFA organises seminars accompanying the placements to guide students in their practical training. These enable students to exchange information on the situations they have encountered through their placements and to discuss their placements and any problems they may come across. Students taking part in the placements are obliged to take part.
(**) The UAFA will make available to students a list of places and/or potential placement supervisors. Students are nonetheless asked to undertake individual and proactive research to find a work placement.
(***) Students are asked to draft a written report about their placement including the following sections:
- Introduction.
- Part 1 - information on where the placement occurred.
- Part 2 - description of the activities carried out by the student.
- Part 3 - review of the project.
- Part 4 - individual review.
- Conclusion.
(****) Students are asked to build a portfolio in two parts: the first part (not graded), made up of any documents the student considers interesting and which allows them to retrace their training route; a second part made up of four reflexive texts on the themes and or subjects discussed during the seminars accompanying the placements (eg.: my introduction to the profession, the role of the adult trainer, my educational values, presentation of a didactic appropriation). |
|
| Assessment : | The placement assessment is based on 4 elements: 1) the placement evaluation form prepared by the placement supervisor, 2) the placement report and 3) the portfolio supported by 4) active participation in the accompanying seminars.
1) Placement supervisor's report. The overall work placement will be evaluated by the supervisor using an evaluation form which aims to give UAFA the supervisor's detailed opinion. The placement supervisor summarises his or her assessment with a grade, alongside qualifying comments. The UAFA would like this evaluation to be accompanied by a discussion between the student and the placement supervisor. Nevertheless, the placement supervisor is not obliged to communicate his or her assessment to the student.
2) Placement report. The criteria for evaluating the placement report as as follows:
- Questioning approach. Describe and analyse a problem. Begin a work placement, anticipate the challenges, routine tasks and difficulties. Learning dynamics:
- To define the objectives of learning. To use resources (the student's own resources, those available on the placement, courses, reading, ...)
- Create, innovate and develop original skills / tools. Theoretical / practical articulation:
- Extent of resources. Relevance of use of sources in relation to the data on the ground. Use and integration of theoretical and practical elements.
- Critical approach to the project.
- Critical analysis.
- Avoiding value-judgements (criticism based upon data).
- Ethical dimension.
- Critical approach to oneself.
- Identifying strengths and weaknesses (my own).
- Analyse the route taken, and what the project has provided (in relation to the context of the placement).
- Writing:
- Presentation of text, structure, intelligibility, style. Relevant selection of information.
- Spelling.
- APA rules.
- "Risk-taking".
3) Portfolio. The following criterial will be used to evaluate the portfolio:
- Spelling.
- Reflection, taking a step backwards.
- Following instructions (4 themes).
4) Participation in the seminars accompanying the placements.
The criteria for evaluating presentation of the placement during the seminars are as follows:
- Time management.
- Managing relationships (question/answer).
- Logisctical quality and presentation.
- Response to the objectives of the presentation.
- Reflection, taking a step backwards.
- Ability to contribute for the benefit of oneself and others. |
|
|
| |
