1. Françoise Wolf-Mandroux IUFM Orléans-Tours
Chassé-croisé: how to integrate mobility and practice abroad in the training of primary teachers. Examples of a European and international course within the IUFM of Orléans-Tours
Welcome!
Françoise Wolf-Mandroux IUFM Orléans-Tours

2. Plan
How to prepare the primary school trainee teachers for an immersion abroad
linguistic, cultural, pedagogical and practical teacher training
Testimonies and work
the 2nd year primary school trainee teachers (=PE2) and the foreign trainees
After the immersion
the birth of the European and international teacher

3. School placements abroad
The four-week exchange program for the PE2
Franco-British training exchange program
Comenius and Tempus placements
bilateral agreements
Two or three-month placements
Erasmus

4. Evolution sur les 4 années du contrat :
Mobility PE
Année
PE2
PLC2
Total
général
Erasmus
(3 mois)
4 sem
2 sem
Total PE %
Total PLC
2004 31 46 8 85
10.34 6 26 32
5.70
117
2005 13 10 69
10.50 3 29
7.03
101
2006 22 9 60
11.15 45 51
10.40
111
2007 16 54 5 75
15.75 11
1(3 mois) 39
13.5
126
289
166
455
Evolution sur les 4 années du contrat :
Mobilité stagiaires

5. Capacités d'accueil : 61 places et 55 candidatures retenues
Destinations PE2 2007
Capacités d'accueil : 61 places et 55 candidatures retenues
Belfast : 5
Lucerne : 2
Dublin : 5
Twickenham : 15
Grenade : 8
Bristol : 10
Craiova : 10

6. Comenius Project,
Cadre pour une expérience de classe en Europe en formation initiale
Framework for class practice in Europe as part of teachers' initial training
partners
France, Spain, Northern Ireland and Rumania

7. Tempus project, 2005-2007 Training of primary school language teachers
Framework of skills
partners
Germany, France, Great Britain and Croatia

8. Linguistic and cultural training (1)
Teaching a language in primary education:
level B2 CEFR (the Common European Framework of Reference for Languages) in comprehension
level B1 CEFR in oral expression
Official Instructions (BO, August 29, 2002)
communication activities
discovery of cultural facts
international dimension
themes related to the environment of pupils of this age
authentic documents

9. Linguistic and cultural training (2)
Geneviève Zarate :
a language teacher = a social actor
Importance
of adapting to his/her cultural environment
of adapting his/her pedagogy to the pupils of the country

10. Preparation at the IUFM of Orleans-Tours
Language practice
Knowledge of the culture
Preparation to the teaching of FFL (French as a Foreign Language)
more confidence
more practice

11. Advice and orientations
Understanding a new environment and adapting to it as best as possible
Teaching one’s mother tongue
advantages and disadvantages
Writing a log book
Also available for the foreign trainees

12. Teacher training Linguistic skills Multidisciplinary skills
Integrating cultural and international dimensions while in immersion
Confidence
“… the myth of perfection, the very French fear of making mistakes,…”
Le Bihan (Jean-Claude), « Avant-après, la formation croisée des professeurs des écoles stagiaires », Les Langues Modernes, 2007, p

13. Preparing a teaching kit
Starting from the BO (Official Instructions) and the CEFR
everyday life
interpersonal relations, food habits, family life, school;
cultural environment
urban environment, festivals, history; tales and legends, nursery rhymes, literature and children's songs, comic strips; sports and leisure;
geographical, socio-economic and political environment
geography ( French-speaking countries), institutions, flag, famous monuments, currency
Use of new technologies (TICE)

14. Practical training Overcoming fears
Giving the trainees the necessary information in 2 steps:
1) theory: a course on didactics and pedagogy
2) practice: teaching FFL (French as a Foreign Language) and other subjects
Meeting and preparing all the trainees:
initiation to FFL
booklet

15. Booklets : some examples
Bristol
Twickenham
Common Framework of Objectives

16. Booklet Bristol

17. Twickenham

18. Common Framework

19. Immersion Teamwork Personal and professional making of the teacher
1) from France: visits of the IUFM teacher trainers to the trainees
2) abroad: tutors, host teachers and staff in charge of the placements
facilitating comprehension and exchanges
Personal and professional making of the teacher
Trainee = ambassador of his/her country
Living in another country: sharing everyday life, discovering another culture, another language and adapting oneself. It is also to discover oneself, to come back enriched from life experiments.

20. Testimonies Linguistic Aspect Professional Aspect Personal Aspect
a greater ease in the language
Professional Aspect
more maturity and more confidence
better prepared to teach the language
motivation to make progress in the language and to teach
teaching improvement
Personal Aspect
to feel “foreign” somewhere
difficult return

21. Teaching achievements
Making of a CD-Rom of FFL from the trainees’ work
34 lessons
Many examples throughout Europe

26. Birth of the European teacher (1)
The placement abroad : a must
revealing, significant and pioneering
a rite of passage
a passport
the trainee acquires
know-how and know-to be
growing adaptability
A life experience

27. Birth of the European teacher (2)
Enriching course
Controlling many teaching situations
Facing multilingual pupils
Meeting and integrating better the pupils with specific needs
The training course abroad
is not a tourist journey
stands for a long-term training: that of life
brings motivation, stimulation, happiness, training, cultural and intercultural discovery, self-confidence

29. Birth of the European teacher(3)
From training to consciousness
belonging to the European Community
Birth of a European teacher
teachers beyond borders
Condition
To integrate mobility within the Initial Teacher Trainees’ Training

30. Conclusion Placement abroad for all the teaching staff
“The visit or the exchange is to the language teaching what the practical experiment in the laboratory is to the scientist, or the field work to the geographer”
Tinsley (Teresa), Face à l’avenir, Les Enseignants en langues à travers l’Europe, Centre européen pour les langues vivantes, Conseil de l’Europe, 2003, p. 62

31. I wish you a good conference!