The CAPES of History Geography 2010/2011

The CAPES of History Geography 2010/2011

History-geography capes 2010/2011: instructions for use. Indeed, if we are currently in a transitional year, the next one should see the so-called “mastering” reform come into force definitively. What is it? What awaits future candidates? What will be the consequences at all levels? A reform that does not affect only candidates but will also have an impact on the academic world and students ...

The “mastering”?

First of all, it should be noted that this whole reform is extremely technical, and that we will try to explain it here in the simplest way possible, while addressing each angle because it is part of a very coherent whole. This "mastering" aims to ensure that future teachers have bac +5 when they pass the competition. The official goal of the government is twofold: to increase the skill level of teachers, and to upgrade their status (and therefore their salary) by this “new” threshold. After many changes in more than a year, it would seem that it would be decided that, following the creation of "masters in teaching professions", candidates wishing to become teachers after their License (bac +3) be forced to integrate these masters; the first year (bac +4) would be devoted to preparing for these competitions, the second (bac +5) to writing the writings in the first semester then, in case of eligibility in January, to do an internship of around 100 hours, with a report (allowing validation of the M2) and at the same time preparing the oral exams which would take place in June. At the end, those admitted to the competition would be integrated full time, but with internships. As for those not admitted ...

The critics

They are considerable, and on many points, transcending most of the divisions, in particular partisans; it would be impossible to list them all in a few lines, but here is a sample.

To stay on top of the candidates, we see that it will now take two more years than before to be able to get the competition; in addition, there is the problem of the second year, where candidates should combine (after the writings) internship and oral preparation. Likewise, we do not yet know what would become of those who failed in writing, or even those who failed the competition but had their M2 "teaching jobs". For the latter, it is suggested that they would make perfect contractors ...

Critics also touch on the organization and nature of internships, especially since high school realized (only this year) how difficult, if not impossible, to do so. Who would oversee the M2 trainees? For how many hours? Compulsory or not the internship? Can all academies offer them? And those who would have obtained their assistance, who would be their tutors during their internship, who would replace their tutor, who would replace them when they were in educational internship? Problems that will arise from next year, but to which there are no specific answers yet ...

Other critics evoke the hypocrisy of this "mastering" in relation to the teaching career: indeed, currently, the majority of graduates at Capes are bac +5; most often they did an M1 (bac +4), then the year of preparation for the competition (bac +5). On the other hand, they had a year of internship afterwards (1/3 in front of the students), paid, which disappears with the reform since if there will be internship, it will only be on 1/3 of the total hours of the new teachers. We immediately see the next criticism, one of the main ones, the drop in the level of training of teachers, since the entire year of internship would be replaced by the hundred hours of M2, the new receipts then find themselves directly "in situation" .

Among the other criticisms, concerning more specifically our field (history), there is the risk (and it is already the case) of emptying the research masters. Indeed, to summarize, before the future candidates for Capes did an M1 or even an M2 of research before presenting themselves; there, at the end of License, they should focus on "masters in teaching professions", and could not possibly join a research course until the end of these masters preparing for the competition. In fields where many research students are destined to teach, we see the problems that this can pose ...

There would be many other criticisms that we could add, but we must emphasize the concerns about the general vagueness, and the technical impossibility of implementing the new masters, but especially the internships and the preparation for the competition ...

What about next year?

Indeed, it is above all the next sale of the Capes of History-Geography that is likely to pose huge problems, and even for this year's receipts. Even if it is not yet official, circulars have come from the president of the jury, Laurent Carroué, which specifies the modalities of the preparation and the competition for next year.

First, the tests (which will also concern the following sessions): always two writings of five hours, one in history, one in geography, with a coefficient of 3 on the other hand; for admission this changes: this time the “lesson” would be drawn by lot between history and geography, while the test on file would consist of two parts, one concerning the material not treated in the “lesson”, the other a new module which remains to be precisely defined entitled "act as a civil servant and in an ethical and responsible manner"!

The modalities now: the writings would take place ... on November 3 (only one date is mentioned, but we can hope that the two tests will be over two days anyway ...), then the results in January: the eligible ones would go on internship, everything by preparing the oral exams that would take place in June. The ineligible are still unclear ...

As we can see, the first difficulty is to organize preparation for the writings when they would take place ... four months earlier than this year and in previous years. There arises a double problem: how to learn such a program in such a short time (normally a return to school at the end of September) and the inequality between repeaters (those who fail this year) and new candidates. Indeed, what is the program of these competitions? The old questions of modern and medieval history disappear to be replaced by a transversal question, "The prince and the arts in France and Italy from the 14th to the 18th century", while the questions of ancient ("Rome and the West from 197 BC to 192 AD ”) and contemporary (“ The British world from 1815 to 1931 ”, the limits of the aggregation replace those of the Capes of this year which went up to 1914) remain; in geography, "Europe" and "Feeding men" are still there, but " France : planning the territories ”is replaced by“ France in cities ”. As we can see, six questions instead of seven and a balance between history and geography (as well as in the tests). Obviously, with the conservation of the old questions, repeaters will be favored, but it will also be difficult for them to prepare the two new questions in less than two months ...

The reform of teachers therefore poses a number of problems which go well beyond partisan positions, and which affect both candidates and certain sections of the university (the universities will have to adapt without necessarily having the means to do so). do), and the students who will end up with curiously trained teachers. More than ever, the teaching profession will be a vocation, even a priesthood ...

Update May 2010: dates and programs.

Update June 24, 2010

New specific conditions have been added even though the registration for the competitions has started and the "Master teaching" models have been finalized!

It will now be necessary to have the C2i2 student and the CLES2 to be able to become a civil servant-trainee at the end of the competition. See details here.

New proof of the government's desire to discourage as many candidates as possible?


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