L’évolution du Capes de sa création à nos jours
De la « petite agrégation » au concours « professionnalisé »
Bibliographic Data
| ID | 21669997 |
|---|---|
| Authors | Yves Verneuil (corresponding author) |
| Year | 2026 |
| Volume | 40 |
| Pages | 69-88 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Scolia (JOURNAL) |
| Journal identifiers | ISSN: 1253-9708 • E-ISSN: 2677-4224 |
| Publisher | OpenEdition (PUBLISHER) |
| DOI | 10.4000/16j94 |
| OpenAlex | W7167664035 |
| Language | FR |
| References cited | 8 |
Launched in 1950, the CAPES (Certificate of Aptitude for Secondary Education Teachers) remained stable until 1991, before undergoing regular reforms in line with successive changes in teacher training. The issue lies in determining what should be covered by competitive examinations and what should be covered by post-examination professional training. While ‘professionalisation’ of competitive examinations is the current trend—at the expense of academic tests—the 2025 reform is ambiguous. On one hand, it seems to lower scientific requirements by opening the CAPES examination to candidates with only 2.5 years of higher education; but on the other hand, it reestablishes the importance of scientific examinations
Aptitude · Higher education · Professional qualification · Scientific education · Artificial Intelligence in Education · Education, sociology, and vocational training · Educational Practices and Policies
| Highly cited | No |
|---|