AQPC

Author:  Marie-Claude Couturier, a student in the master’s program in philosophy, majoring in college philosophy, Université de Montréal

When it comes to teaching, the word pedagogy is always close by given that both terms are used interchangeably.  But is everyone who teaches also a pedagogue?  It could be argued that solid knowledge of the discipline is sufficient for the training of college teachers; university programs rarely assign much value to pedagogical training.  However, change is coming to the university landscape and it is now possible to receive pedagogical training adapted to the needs of college/university studies.  This is the case with the Microprogram in higher education at Université de Montréal.  I had the opportunity to take a course in the microprogram as part of my master degree in philosophy with a major in college philosophy.  I think the benefits of this type of program are enormous and the following article briefly describes some of these benefits.

A new conceptual framework

The first item of interest is the study climate for future teachers.  Pedagogical training was my first opportunity to touch base with a learning milieu that differed significantly from that of groups enrolled in one discipline and what I was familiar with from my philosophy courses.   Meeting others who were preparing to become teachers and with whom I shared common goals, allowed me to better define my personal career choices.

More importantly, we become aware of the value of college education in the student’s learning experience, the role we play as teachers and where these courses must be positioned within the college environment.  For my part, I paid attention to the general education objectives to which my discipline contributes, i.e. to consolidate acquired knowledge into one common cultural background.  I realized that these objectives were important for individual development and also for the development of the individual’s role as an active member of society and, lastly, the role he will assume within his profession.  My pedagogical training gave me tools to clearly define the context in which my philosophical knowledge can be adapted to the specific objectives targeted in college studies.   

This learning has made me more keenly aware of what’s at stake in the profession; which often differs from the unilateral interest university students have for their own discipline.   It seems that the work of a teacher is much more encompassing than originally thought.  The Conseil Supérieur de l’Éducation suggests that we should ‘’Analyze the educational situation.  That means, identify the role of the course and its place within the program, identify the learning objects, foresee their possible influence on learning, recognize obstacles to learning and determine learning objectives” (2000, p.42).  The result is that I developed a realistic picture of the college milieu and understood immediately that the goal was to distinguish between college and university environments.  It proved to be a very enlightening process.

How to progress effectively from observation to practice

A field experiment accompanying this initial contextualization meant I could observe the main components of what defines good teaching.  Meeting a seasoned teacher from Cégep André-Laurendeau was also a highly enriching experience that provided concrete examples of a teacher’s work.   Observing a class showed me just what is possible with the discipline I love.  Just like the teacher I observed, I too should be able to transform the sands of learning into a magnificent castle of knowledge.

This brief incursion into the classroom of an experience teacher taught me how to implement the techniques I had seen.  I learned that teaching involves more than simply showcasing our knowledge and expecting students to learn it.