The very idea that the school can be questioned about its efficiency is opposed by some teachers. They claim that efficiency of Diploma of IT is an economic value and for good measure raise the specter of globalization and the market society. Fear that the unequal effectiveness of teachers, once revealed, will justify sanctions or discrimination, in terms of income or career. They denounce Diploma of IT the absurdity of an obligation of results and the failure to take into account the great diversity of work contexts and school groups. They are ironic about the rudimentary or misleading nature. The indicators used, the international surveys, the rankings published in the press.
The concern for efficiency, when it becomes obsessive and brutal, welds. The teaching body into resistance and leads the most innovative to take up the defense of the most conservative. We can without too much hesitation put forward the hypothesis. That if it does not become more nuanced and dialogical, the culture of evaluation will contribute to slowing down. The process of professionalization and to disqualifying the social sciences in the eyes of teachers, by reducing. Them to status of methodological auxiliaries of eminently political operations.
Professional culture provide undisputed references
The closure of teachers to the humanities and social sciences is not favorable to the effectiveness of the school. Today, the teaching profession relies only marginally on knowledge diploma of information technology resulting from research and considered as common and rational references, in the manner of engineers or doctors. Nor does professional culture provide undisputed references, the knowledge. It conveys often comes down to isolated maxims, such as “You have to be very strict. At the start of a school year” (Gauthier, 1993 a and b, 1997 ).
The paradigm of the reflective practitioner is now adopt by many teacher training. Institutions and appears to be a component of the desired professionalization of the teaching profession. We should obviously rejoice in this: a reflective teacher is better. Than the reverse, it being understood that it is not enough to know how to reflect in order to become a reflective practitioner.
Scholarly knowledge and experience
The effectiveness of the educational action is never guaranteed in advance Diploma of IT, it requires constant regulation of professional gestures and devices. Reflective practice is the principle of this regulation. However, this regulation will quickly reach its limits if it relies only on experience and common sense. For reflective practice is first and foremost a way of bringing together. Scholarly knowledge and experience , general theories and singular situations. This dialogue is exhaust if the practitioner has, to think about his experience, only knowledge. That he has construct himself, if he misunderstands or disdains those resulting from research.
Reflective practice is not an alternative to a relatively advanced culture. In the social and human sciences, it must be base on the latter, which can be partly acquire. Through reflective practice in initial training, thanks to a clinical approach. Taking seriously the connection between reflective practice and the social and human sciences. Therefore leads to reconsidering the initial and continuing training curricula of teachers. From two angles the degree of presence of psychology and social sciences. In the programs and their mode of integration to the genesis of identity and professional skills.
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