Teacher Education in France: Universitisation and professionalisation – from IUFMs to ESPEs

Cornu, Bernard

doi:10.3402/edui.v6.28649

Cited by 14 publications

(7 citation statements)

References 2 publications

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“…Educationists and experts also give importance to obtaining certification in education to ensure teacher quality (Murnane et al, 1991). In countries like Japan (Yamasaki, 2016), Spain, Iceland, Luxembourg (Ries et al, 2016), and France (Cornu, 2015), having a certificate in education (e.g., B. Ed./M. Ed.…”

Section: Discussionmentioning

confidence: 99%

Exploring the secondary level teachers’ appointment system in Bangladesh for ensuring quality teachers

Mia

Islam²,

Rabbi

2023

J. Res. Instr.

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The study aims to investigate the issues embedded in the secondary-level teacher recruitment system from the structural perspective, which affect the motivation of the teaching profession, appointment and retention, and teacher development. The study applied the qualitative method and identified the issues that cause skill teacher shortage through causal relation analysis. The study used interviews with policymakers and administrators to identify the causes of the shortage of high-quality teachers in secondary institutions and discerned the solutions to ensure quality secondary education in Bangladesh. Adverse appointment and retention systems; and weak and stagnant teacher development facilities, were identified as the demotivating factors for taking the teaching profession. The solutions were found to enhance the attraction for teaching: firstly, by increasing salary, upholding teachers’ position in society and educational administration, and improving the working environment. The appointment and retention systems should be friendly by selecting and facilitating quality teachers. Lastly, a comprehensive and interconnected teacher development system should be initiated to ensure high-quality teachers at the secondary level.

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Section: Discussionmentioning

confidence: 99%

Exploring the secondary level teachers’ appointment system in Bangladesh for ensuring quality teachers

Mia

Islam²,

Rabbi

2023

J. Res. Instr.

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“…A reforma da formação inicial de professores teve como base o ingresso gradual na profissão, organizada em diferentes fases: formação inicial, com pré-profissionalização, indo desde a licença até o mestrado profissional, e formação continuada, que permite aos docentes terem contato com a investigação, avanços em sua área e desenvolvimentos sociais (EDUPROS; FRANÇA, 2019). O Ministério da Educação publicou dois documentos para implementar essa mudança: um quadro de referência de competências profissionais para a profissão docente, com objetivos e cultura comuns para adquirir durante a formação e ao longo da vida, contendo 14 competências, e um quadro nacional para o currículo do mestrado, a ser seguido por universidades e ÉSPÉ para obter acreditação nacional para o grau de mestre (Cornu, 2015;Alonso-Sainz & Thoilliez, 2019).…”

Section: Criação Da éSpéunclassified

El papel de las prácticas en la formación del profesorado de educación básica: análisis comparativo entre la BNC-Formação y el modelo francês

Mariano Carvalheira,

Martins Vieira,

Carvalho dos Santos Claro

2023

REEC

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Este artículo tiene como objetivo analizar el papel de las actividades de pasantía en la formación de profesores de educación básica, a partir de las propuestas actuales en las políticas educativas de Brasil y Francia. El desafío asumido forma parte del análisis de la Resolución CNE/CP N°2/2019, que definió las Directrices Curriculares Nacionales para la Formación Inicial del Profesorado para la Educación Básica y estableció la Base Nacional Común para la Formación Inicial del Profesorado de Educación Básica (BNC-Formação), elaborando una comparación analítica con el modelo francés de formación docente. En Francia, la formación del profesorado, desde 2019, se lleva a cabo en INSPÉ, a nivel de maestría, de acuerdo con lo que defiende la Ley No. 2019-791 ("escuela confiable"). Se adoptó el enfoque cualitativo, con los procedimientos de la investigación documental. Para el análisis de los datos obtenidos y su interpretación, se utilizó la técnica de análisis de contenido. Con base en los resultados obtenidos, se puede ver que Brasil y Francia están influenciados por modelos neoliberales en las políticas de formación docente, con énfasis en la relación entre teoría y práctica en la pasantía y en la formación en las universidades. La escuela también se destaca como un lugar privilegiado de formación; El papel del profesorado-formador en la escuela. Como resultado de estos hallazgos, es posible inferir que la reflexión sobre el modelo francés de formación docente teóricamente amplía el conocimiento sobre los problemas de estructura y organización de la formación docente.

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“…To be able to achieve the golden goal of education, it is necessary to formulate a strategy to overcome educational problems. One of the problems of education that has not been resolved until today is related to the equitable distribution of teachers in an area (Cornu, 2015).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Equitable Distribution of Teacher In Southwest Maluku Regency, Indonesia

Kempa

2019

Journal for the Education of Gifted Young Scientists

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If the distribution of teachers is only carried out following the political interests and desires of the authorities, it will have an impact on the accumulation of teachers' schools in the city, while there are lack of teachers in remote areas schools. This study aims to evaluate the policy of the Regional Government of Southwest Maluku Regency in the distribution of High School/Vocational High School teachers. The approach used in this study is an evaluative approach using data collection techniques in the form of interview methods and documentation. Data analysis uses a triangulation approach from the point of view of the resource person. The results of this study indicate there are already local government policies related to equitable distribution of teacher in Southwest Maluku Regency; Negative Impacts are Excess number of subject teachers and unfulfilled compulsory teaching hours of teachers. The results of this study are expected to be to be an input for the local government in implementing policies of equitable distribution of teacher. Department of Education and Culture of Maluku Province is expected to provide input to local governments and related institutions so that the policy of equitable distribution of teacher runs according to the aspirations of teachers and schools

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Teacher Education in France: Universitisation and professionalisation – from IUFMs to ESPEs

Cited by 14 publications

References 2 publications

Exploring the secondary level teachers’ appointment system in Bangladesh for ensuring quality teachers

Exploring the secondary level teachers’ appointment system in Bangladesh for ensuring quality teachers

El papel de las prácticas en la formación del profesorado de educación básica: análisis comparativo entre la BNC-Formação y el modelo francês

Evaluating Equitable Distribution of Teacher In Southwest Maluku Regency, Indonesia

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