Pédagogie et didactique DE L’enseignement

The teaching profession is made up of multiple issues. Teachers must plan their lessons, give their lessons, and evaluate the learning. But, as everyone in the college community knows, the teaching profession is not limited to these three tasks. Teachers should also be involved in program development and evaluation, the production and revision of master plans, and the development of lesson plans. They must select appropriate teaching methods for the different types of content they teach. They must also carefully choose methods to uncover the learning difficulties of their students, often specific to their discipline. They must finally accompany students on the path of conceptual and formal understanding of the discipline, despite their individual differences and varied learning goals. This list is of course not exhaustive, but all the activities listed there have one thing in common: they are all fundamentally didactic activities. Didactics is the discipline of the sciences of education which is interested in contents as school subjects, as objects of teaching and learning (Reuter et al., 2013, Tochon, 1999). Although it is first and foremost a university discipline, a component of educational sciences, didactics is profoundly pragmatic: It seeks to satisfy concrete and functional goals, with a practical intention (Tochon, 1999). As Réal Larose and Sophie René de Cotret, professors at the Universityof Montreal, say, "The didactics of a discipline can be developed in concrete action, in the same spirit as for some the path is made by walking "(Larose and de Cotret, 2002, 18). It is quite different for the teacher. The "male or female teacher" of school who did not have the same status as other professionals, today plays a growing role in the conservation and transmission of the values ​​of our society. The highest court in the country has recently reaffirmed it; the teacher is a role model for both students and society whose values ​​they must reflect. The teacher, in order to fulfill his role, enjoys the rights that he is entitled to under the legislation and, to a lesser extent, collective agreements. But to be a "model" also has important duties, particularly that of conveying, by gesture, speech, as well as by attitude, these values ​​of our society. It is these rights and obligations imposed on educational professionals that will be the subject of this article. In this article, I propose a reflection on the rights, the place and the role of teachers in the school context at a time when many countries will be confronted, in the coming years, with a significant renewal of the Faculty Staff. It is the question of the professional identity of teachers that is at the heart of current questions.

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