Teacher training in France in the early 2010s

Abstract

The organisation of teacher training was thoroughly transformed in France in 2010. This transformation was the consequence of three interrelated reforms: the requirement of a Master's degree for all teachers, the new recruitment process for teachers and the integration of teacher training colleges (IUFM) into the universities. Universities are now responsible for providing initial training in programmes leading to a Master's degree. The state school system then recruits graduates through a competitive examination and newly recruited teachers are offered 'deferred initial training', the exact content and duration of which have not yet been fully specified. By looking at the former conditions of training and at the new organisation, it is, however, possible to outline the content and purpose of this further training.

Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice

“…In some ITE programmes around the world, it is possible to identify a research orientation visible in courses and modules as well as in the involvement of student teachers in research projects (see Flores 2016Flores , 2017. For instance, the introduction of research into the curriculum in France has been seen as a strong feature (Lapostolle and Chevaillier 2011). In the Netherlands, Snoek et al (2017), based on empirical evidence, analyse the involvement of student teachers in research projects and on the contribution of these research projects to their reflective and inquiring competences.…”

Universal design for learning in physical education: Overview and critical reflection

“…That is, schools and teachers need to become research engaged and can be considered engaged if their practices, particularly their teaching, are ‘influenced by robust research’ (Coldwell et al, 2017: 5). While being far from exhausted as an area of research in and of itself, the relationship between research and practice in education generally and teacher education specifically has been explored in France, the Netherlands, Finland, Russia, Canada, and Brazil, to name a few (see Flores, 2018; Hökkä and Eteläpelto, 2014; Lapostolle and Chevaillier, 2011; Marcondes et al, 2017; Snoek et al, 2017; Valeeva and Gafurov, 2017; Van Nuland, 2011). This position has permeated scholarship in the fields of PE and adapted PE, where the planning and implementation of pedagogical practices that are based on scientific evidence have gained support as a common-sense ideal that can improve the education of disabled and nondisabled students (Bouffard and Reid, 2012; Hutzler, 2011, 2020; Jin and Yun, 2010).…”

‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’

“…Alongside this development activity, and partly because of it, wide variability in the structure, content and character of teacher education exists. The evidence for this variation, complexity and variety is very strong (Abele et al, 2009;BERA, 2014a;Chazema and O'Meara, 2011;EC, 2010Eurydice, 2004: Gambir et al, 2008Imig, et al, 2011;Lapostelle and Chevallier, 2011;MacBeath, 2011;Menter et al, 2010a;Mussett, 2010;O'Meara, 2011;Ostinelli, 2009;Reid and Tanner, 2012 in Wales; UNESCO, 2008 across Asia Pacific and van Nulen, 2011 in Canada). Many local, national, organisational and cultural factors contribute to this considerable range and diversity.…”