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| AESS0248-1 | Elements of sociology of education
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| Duration : | 10h Th |
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| Credits/ECTS : |
| Master in Economical Sciences, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Management Sciences, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Business Engineering, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Anthropology, Teaching Focus, 2nd year | | Second semester | | 1 |
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| Master in Sociology, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Motor Skills : Physical Education, Research Focus, 2nd year | | Second semester | | 1 |
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| Master in Ancient Languages and Literatures, Classics, Teaching Focus, 2nd year | | Second semester | | 1 |
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| Master in History of Art and Archeology : General, Teaching Focus, 1st year | | Second semester | | 1 |
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| Master in Modern Languages and Literatures : General, Teaching Focus, 1st year | | Second semester | | 1 |
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| Master in Philosophy, Teaching Focus, 1st year | | Second semester | | 1 |
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| Master in Performing Arts, Teaching Focus, 2nd year | | Second semester | | 1 |
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| Master in Modern Languages and Literatures : German, Dutch and English, Teaching Focus, 1st year | | Second semester | | 1 |
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| Master in History, Teaching Focus, 1st year | | Second semester | | 1 |
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| Master in Ancient Languages and Literatures, Oriental Studies, Teaching Focus, 2nd year | | Second semester | | 1 |
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| Master in French and Romance Languages and Literatures, General orientation, Teaching Focus , 2nd year | | Second semester | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| Agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| Master in Biochemistry and Molecular and Cell Biology, Teaching Focus, 2nd year | | Second semester | | 1 |
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| Master in Biology of organism and ecology, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Chemical Sciences, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Geographical Sciences, general orientation, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Mathematical Sciences, didactic approach, 2nd year | | Second semester | | 1 |
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| Master in Physical Sciences, didactic approach, 2nd year | | Second semester | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
|
| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
|
| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| agrégé de l'enseignement secondaire supérieur | | Toute l'année | | 1 |
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| Holder(s) : | Jean‑François Guillaume |
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| Language : | French language |
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| Course objective : | It is not a question of training future sociologists but, on a more modest level, of leading future teachers to adopt a critical view on how the school system functions, to distance themselves and to free themselves from their convictions and initial representations of the teaching profession and the relationship with education.
Students will have to acknowledge the strangeness of the school universe: it is not because something is familiar that we actually understand it.
It is this skill that will be assessed. The approach will be supported by a syllabus based on the use of observation reports, of "events" experienced in schools. Every situation-problem is followed by questions and "theoretical" elements allowing students to distance themselves analytically.
The aim is not to provide teaching "recipes", "tips" or "tricks of the trade", which would allow the group to face delicate situations. However, the form given to what is taught will allow AESS students to try out another approach to teaching. What the proposed approach implies... - to master the institutional realities particular to the teaching and training systems (cf. the Analysis of Educational Institutions and Education Policies course, J. Beckers);
- to have observed educational interaction situations in secondary schools;
- to take into account, in a horizontal manner, the subjects taught in the "agrégation" programme;
- to accept to question and deconstruct your initial representations;
- to critically observe the learning processes used within the framework of the Sociology of Education course |
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| Workshops : | Exercices on a critical analysis of classroom situations.
Collective synthesis of exercices.
Interviews with students. |
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| Written notes : | 1. A syllabus (available from Point de Vue).
2. Video reports: "Roulez les mécaniques" and "Une vie de prof".
3. Individual exercises relating to the critical analysis of situations in schools.
4. Collective summary of individual exercises.
5. Individual meetings upon request (before and after the assessment tests).
The collective summaries and syllabuses will be published on the CIFEN website.
Students who encounter difficulties (understanding theoretical elements; difficulties in "deconstructing" the initial representations) and those who obtain a mark below 10/20 in the dispensatory test may ask for an individual meeting with the course leader and his/her assistant |
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| Assessment : | The work carried out by each student will be assessed out of a total of 150 points, which are divided as follows:
Out of 30 points: writing up the work required during the classes. The way the points are distributed will be explained during the first session. The points will be awarded according to the work the student has carried out and handed in within the given deadlines, and according to the instructions provided.
Out of 120 points: an open book written test. Based on short reports on situations in schools, the student is required to raise a group of coherent issues, propose hypotheses regarding the "problematical" areas in each of the given situations and find areas for horizontal reflection on current stakes in school education.
An optional dispensatory test will be organised after the Sociology of Education classes (date to be specified). Students who have obtained a mark equal to or higher than 10/20 do not have to take the written exam.
The quality of the sociological contributions will be assessed by taking into account the following criteria (in decreasing order of importance):
1. the absence of assertions that would go against the legal recommendations and rules found during the Sociology of Education classes.
Within this framework, any answer in a written assessment (dispensatory test and written exam), which contains views that go against the legal recommendations and rules found during the classes, will be given a fail (mark equal to or less than 7/20), regardless of the quality of the answers to the other questions;
2. the accuracy and precision of the sociological contents (the notions used will be properly understood and defined);
3. the integration of the different notions used in a global analysis (the assessment will be all the more favourable if the student has linked the various notions, rather than providing a succession of observations with no apparent link);
4. the subtlety and originality of the analysis presented.
If the student does not achieve a sufficient mark in the exam (score equal to or less than 7/20), his/her personal work will not be taken into account in the final mark. Students who have obtained a mark higher than 7/20 in the exam, will benefit from the 30 points awarded to personal work.
The mark obtained on the basis of 150 points will then be transformed into a mark out of 20. |
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| Contacts : | Jean-François GUILLAUME Michel XHONNEUX
04/366.35.03
Jean-Francois.Guillaume@ulg.ac.be
Bureau 1.90, Bâtiment B31 (Faculty of law, Sart Tilman) |
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