contributors
Coordinateur :
Benaouda BENNACEUR
abstract
Training for a profession that involves both people and scientific knowledge in its broadest sense is a task whose complexity increases in proportion to the persistence of misconceptions about how learning occurs and the true nature of scientific knowledge. It is often assumed that a student who has obtained a Licence within the LMD system in biology, mathematics, or French is fully capable of teaching these subjects at the secondary level. Similarly, a doctoral graduate is presumed ready to teach at the university level. Such assumptions conflate technical mastery of a discipline with the professional competence required to teach it, leading to the assignment of classes to graduates without due consideration of the inherent complexity of teaching. The prevailing belief is that professional expertise will necessarily be acquired over time, with a few years of “experience” deemed sufficient to constitute a repertoire of teaching skills. This perception has shaped, and continues to shape, the functioning of both the educational and university systems.