Becoming a Secondary Teacher in France: A trainee perspective on recent developments in initial teacher training

Abstract

The paper begins by outlining recent reforms of initial teacher training in France, changes aimed at moving French teacher training away from its traditional focus on subject knowledge and pedagogic theory towards a stronger emphasis on classroom practice issues such as teaching and learning strategies and motivating reluctant learners. It goes on to examine the perceptions of some French trainee teachers; for example, how well prepared they felt for the challenges ahead and their training and support whilst on placement. Their responses reveal concern about the appropriateness and variability of some of their training, particularly school-based elements and mentor support. The responses also raise some interesting comparisons with experience in the UK and other European countries, all of whom are debating matters such as teacher accountability, societal expectations of the education system and how teachers should be trained. These comparative issues will be the focus for further research.

Exemplary Teacher Induction: An international review

“…Moreover, many teachers indicated a weak link between theory and practice. These findings support other research on widely held teacher beliefs about the significance of practical over theoretical knowledge (Britzman, 1991; Clandinin et al , 1993; Foster, 2000; Smith et al , 1993). Another common complaint concerned the quality of mentors.…”

“…In Jones’ (2000) survey of German teacher candidates, issues were uncovered related directly to teacher induction in Britain (see McBride, 1996; Tickle, 2000b), Ireland (see Killeavy, 2001), France (see Foster, 2000) and elsewhere (see Britton et al , 2000; Cobb, 1999; Moskowitz & Stephens, 1997). Teachers were unanimously in favor of extended induction periods and practical training over theory.…”

Workplace learning impact: an analysis of French-secondary-trainee teachers’ perception of their professional development

“…Trainee teachers always gain more benefit from classroom observations provided by mentors. One possible explanation for these results could be due to the fact that teacher educator observation is most likely to be perceived as an assessment rather than as a help to improve classroom practice (Foster, 2000;Hobson, 2003). The present findings regarding the impact of mentoring on the competencies labeled 'designing' and 'class management' are consistent with previous studies on mentoring (Hobson et al, 2009).…”

The idea of a normal university in the 21st century

“…They have been able to integrate some of the important values of the normal school into a new framework which requires of all teachers the academic status and level of university graduates (Brisard & Hall, 2001;Foster, 2000). At the same time, recent pressures of the Bologna process and globalization have led to them losing their independent legal status and becoming integrated into the university in each academy.…”