Transversal training within secondary teachers’ training in the face of current reforms in France

Lapostolle, Guy; Genelot, Sophie; Mábilon-Bonfils, Béatrice

doi:10.1080/02607470903091229

Cited by 7 publications

(1 citation statement)

References 6 publications

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“…In primary school recruitment examinations, there is traditionally much less tension between professional and academic content. All actors involved in the training of primary school teachers welcome the introduction of research training since it is seen as raising the level of training that, until the early 1990s, was organised without any relationship to universities (Lapostolle, Mabilon-Bonfils, and Genelot 2009). This is not the case for secondary school teachers' training, where a faculty in charge of Master's programmes see the inclusion of professional training in the curriculum as a threat to the quality of their programme.…”

Section: The Impact Of the Three Reforms On The Institutions Involvedmentioning

confidence: 99%

Teacher training in France in the early 2010s

Lapostolle¹,

Chevaillier

2011

Journal of Education for Teaching

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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.

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Section: The Impact Of the Three Reforms On The Institutions Involvedmentioning

confidence: 99%

Teacher training in France in the early 2010s

Lapostolle¹,

Chevaillier

2011

Journal of Education for Teaching

Self Cite

View full text Add to dashboard Cite

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Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany

Page

2015

Journal of Education for Teaching

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Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident.

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Comparative and International Education: A Bibliography (2009)

Raby¹

2010

Comparative Education Review

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Transversal training within secondary teachers’ training in the face of current reforms in France

Cited by 7 publications

References 6 publications

Teacher training in France in the early 2010s

Teacher training in France in the early 2010s

Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany

Comparative and International Education: A Bibliography (2009)

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