Bernard Drainville, a much better Minister of Education than his critics say, decided to create a short program to allow university graduates from traditional programs (history, literature, biology, etc.) to teach high schools.
This is a simple, common-sense measure that will allow many people to pursue their teaching careers, something they were often naturally destined for, but have been prevented from, for institutional reasons dating back to the early 1990s.
Educational principles
On the subject of the Drainville proposal: If a person or a mother in history, by example, will use a educational training program, please do so, without saying that he will develop the job at this moment to complete the training in “enseignement”. date”.
This decision of the Minister represents a break with the faculties of educational sciences, which have had a real monopoly on schools for nearly thirty years, and which played a major role in their cultural collapse.
Because educational sciences wanted to reduce the share of culture or knowledge, or as we say knowledge, in teacher training.
For them, education is essentially a method, and they would even like to turn it into a science: a good teacher must be able to teach French, history, and mathematics at random, as if this knowledge were interchangeable.
But this is wrong: teaching is an art, and depends closely on mastery of the subject taught by the teacher.
culture
The more he knew it, the more he possessed it, the more he wanted to impart it in the way of vital knowledge, without which life is incomplete, and the more he was able to attract students, from whom he was almost converted to his subject.
From this point of view, disciplinary training is not optional, but essential for commitment to teaching. Bernard Drainville is right to get back to it.
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