Since the 2010 reform, it is necessary to have a Master to teach. Nowadays, people understand that it is a profession which needs professional competencies and professional training. Pros and Cons to an International School Education If you are wondering whether to enroll your child in an international school or not, consider their schooling level. The duration of the training, its organisation, and its content have been revamped. Since the primary aim of students was to be recruited, there was a kind of contradiction in the first year at IUFM: being prepared for the teaching profession and being prepared to pass the competition did not totally coincide! Teacher education, any of the formal programs that have been established for the preparation of teachers at the elementary- and secondary-school levels. In 2016, there were 12,935 jobs available for primary school teachers in the public sector. These differences, and the difficulty of each culture to accept the two others, was an obstacle to the success of IUFMs. Before IUFMs had been created, secondary teaching recruitment competitions were prepared for in universities, so some had the feeling that these preparations had been stolen from them! Journal Officiel de la République française. IUFMs will be created in each académie and be in charge of teacher preparation. Education in France has slowly drifted away from providing aid to children to neglecting the overall wellbeing of children. This comes from a time when the State wanted to recruit experts in subjects and then, when recruited, train them for their new profession. The Ministry of Education … But the point is not to have some of those teachers, but to prepare the huge number of teachers the country needs. Apply to a teacher education program through the Ontario Universities' Application Centre. The main idea was to train all teachers in the same university institution. During the second year, students also had to write a ‘professional dissertation’. 2.686 Impact Factor. The country has 28 regions (academies) that set the curriculum and examinations to a national standard.The focus in French education is on academic work and subjects like arts, crafts and sports mostly take place outside of school. In-service teacher training was quite well financed and organised 25 years ago, but year after year the funding was reduced and the training almost disappeared. However, in the case of IUFMs, the law only gave very short general statements: “An IUFM will be created in each académie, from 1 September 1990, attached to one or several universities […]. neutrAlity the curriculum and content of teaching have to respect the principle of neutrality. This was progressively done during the 23 years of IUFMs. The teachers’ unions support this very strongly since they think it is the role of the State to ensure a certain equity between regions, schools and teachers, and that letting the schools choose their teachers would in a way not be equitable. ESPEs are being asked to play a major role in in-service teacher training. Last month, teacher Samuel Paty was killed after a provocative civics lesson about French laicité. It is a non-profit centralized service for students applying to Ontario faculties of education. Some main principles lay at the core of the reform: Being a teacher is a profession that must be learnt and prepared. There are more than 3,500 public and private institutes of higher education in France: 72 universities, 25 multi-institute campuses, 271 Doctoral schools, 227 engineering schools authorised to award the title of engineer, 220 business and management schools, 45 post-secondary public schools of art, 22 schools of architecture and 3,000 private schools and institutes. The teacher also has to know about the mechanisms of knowledge transmission and acquisition (didactics) of his/her discipline. The changes to teacher qualification standards discussed above are too recent to have had any impact on Grade 4 students assessed in TIMSS 2015. For instance, IREMs (Research Institutes on Mathematics Education) were created in universities (one in each académie) around 1970. … If you have a strong background in teaching and several years of relevant work experience, teaching in France will offer you the opportunity to … 1 job. Bull sacha.jpg 1,275 × 1,741; 947 KB. Tel +1-617-552-1600 With digital technologies and resources, the teaching profession is more collaborative, and networked. Giving teacher education an academic dimension also means linking the training with research, and integrating the results of education research into teacher education. There were probably two main reasons for this: the salaries of primary teachers were increased, reaching the same level as secondary teachers. It is interesting to note that, all through their existence, IUFMs were at the centre of political debates. Read more. Play media . On 1 September 2013, 23 years after their creation, IUFMs were cancelled and replaced by new institutions: ESPEs (Ecoles Supérieures du Professorat et de l'Education). Master of Education (M.Ed) in Teacher Education with a concentration in French Education. The first IUFM – Grenoble – was created on 1 September 1990; two others were created on 1 October 1990; and the creation was generalised to all académies on 1 October 1991. Secondary teachers were trained at university. And once they had been recruited, they received (light) professional preparation in the so-called CPR (Centres Pédagogiques Régionaux, Regional Pedagogical Centres), through tutored practice in a school, and some pedagogical lectures given by inspectors. In 2005, the government decided that IUFMs should be integrated into universities. The French teacher education system that is going through a process of change and radical reforms seems an interesting case in this regard. The role of universities in teacher education, the acquisition of professional competencies, as well as the articulation between academic courses and practice in schools, have all been questioned. For almost 200 years, they played a major role in preparing the instituteurs (primary teachers), and bringing people from all social classes to the profession of instituteur. Some courses seemed too theoretical, not concrete enough. A lot of work has been done in the last 20 years about professionalising teacher education. The success of the new reform (ESPEs) depends considerably on the way the competitions will evolve and become more professionally oriented. the on-going efforts, policies and practices of teacher education in France; makes a SWOT (strength, weakness, opportunities, threat) analysis of French teacher education system; and identifies best adop-table teacher education policies and practices from France. The first step to becoming a primary school teacher in France is to pass the CRPE (concours de recrutement de professeurs des écoles), a competitive examination at the regional education authority level (académie). The new teacher education program focuses on practical training and is based on the premise that the most effective initial training programs are those that guarantee an appropriate balance between theory and practice and collaboration between teachers. Full and part-time. • Primary teachers are appointed at the level of académie (posted anywhere in France). Students in the master’s program must take a competitive examination at the end of their first year; during their second year they work in schools to gain practical experience, as state civil service trainees. Some have studied in another field, some have worked for a few years, others have a job and can only study part-time etc. Accordingly, placing the competition after the first year was a kind of compromise solution, but it made most people dissatisfied! This means that IUFMS had some similar characteristics to universities concerning teaching, research, staff, administration, but were independent institutions. 5.1 CiteScore. But, of course, this issue is often discussed. There is a need to re-develop in-service training and connect it with initial training. This generated a huge workload for ESPE staff. The first option would have been too expensive for the State! Due to centralisation, most things are organised from Paris and then locally applied! They must integrate digital technologies and resources as tools for teaching and learning, and because it is necessary in a digital society. Previous Ecole Normale teachers constituted the large majority of the IUFM staff. A centralised education system France is known for having a very centralised education system. The law as it already exists is "enough" to protect French schoolteachers if it's properly applied. 34. There is a process for appointing them, taking their wishes and different priority criteria into account. Public opinion about the teaching profession and teacher education has changed profoundly. Bons points.jpg 930 × 1,010; 297 KB. Information and communication technology must be integrated into the teaching profession. Initial training is the first part, but cannot provide for all the competencies and knowledge needed for one's whole career. For 15 years, a lot of work was done in IUFMS in order to make the training evolve, to enrich it, to innovate, to better meet the needs of both students and schools. Teacher Education Specific to Mathematics and Science. Teach private lessons. At the same time, the in-service training of teachers, which was partly done by IUFMs, was transferred to the ‘rectorats d'académie’, which meant it was no longer the responsibility of universities but totally managed by the secondary school system. View aims and scope Submit your article Guide for authors. You can find them both in the left- and right-wing parties. In theory, religion has no place in state schools in France. Job Duties. Access academic knowledge. Teacher training must enable teachers to prepare responsible citizens of the digital society; teacher training must prepare professionals of pedagogy: ‘pedagogical engineers’, ‘digital pedagogical designers’. This is linked with the teaching personnel in IUFMs and ESPEs: in 1990, all the teaching staff of the previous Ecoles Normales were integrated into IUFMs. IUFMs experienced great successes and some failures. But he/she must be prepared to be a lifelong learner, constantly enriching his/her competencies. But, progressively, the means were reduced and almost disappeared. Future teachers have early contact with students, spend considerable time in schools, and receive quality support, including mentoring by qualified teachers. Apply faster using your Tes CV, which saves your details for further applications. In order to improve the role of universities in teacher education and give future teachers better professional preparation through ‘sandwich training’, in 2013 the government created the new ESPEs (Ecoles Supérieures du Professorat et de l'Education – higher schools for teaching and education professions). We could observe that in public opinion it was clear how to become a doctor: just go to the faculty of medicine. They also have to write a professional dissertation. While you need protein, healthy fats, and many vitamins and minerals for overall health, the one food that can help you stay fuller longer and keep your weight down is fiber-rich foods. The main motto which was launched with the creation of the IUFMs was “Recruit more, train better”. Just over 2 million are in higher education. But a recent reform aims to make the competitions more professional, closer to a recruitment process than an academic examination. Making pupils concentrated, organised, curious, reflective, thinking and social is a major task for schools. IUFMs were gradually successful in making universities more aware of their important role in teacher education and more involved in the pedagogical and didactical aspects. In this paper, I will describe the main developments in teacher education in France in the last 30 years, I will analyse the biggest successes and failures, and will try to focus on some major trends and intentions concerning teacher education. During the last 30 years, there have been several major reforms of teacher education in France. Art et diffusion de masse (1969).webm 6 min 45 s, 1,024 × 576; 29.46 MB. English instructors are normally required to have a Bachelor’s degree and at least a year of relevant education experience, and hold TEFL or CELTA certification. In the schools, students were tutored by teachers, although the collaboration between these teachers and the IUFM staff was often very weak. France had quite poor results in the PISA evaluations, and many questions were raised about the quality of the French education system. The first competency of a teacher is certainly mastering the knowledge, but the teacher has to stand back and be able to ‘look at’ his/her discipline: know about its history and epistemology, know about its role in other subjects and in society, about its applications and uses. The first step to becoming a primary school teacher in France is to pass the CRPE (concours de recrutement de professeurs des écoles), a competitive examination at the regional education authority level (académie). For example, particular emphasis is given to mastering digital tools. Very tough debates unfolded in the press. They often confuse the past of “fall” with the past of “feel – felt”. A report by Daniel Bancel (1989) provided the core principles on which the reform was based: to give future teachers not only a subject competency, but also strong professional preparation. The country is divided into 30 educational regions called académies. But this is not enough and does not change the pedagogy. Most French students continue on to finish their education at age 18, by passing the baccalauréat (le bac)examination, and 50% of 18-21 year olds participate in higher education. The idea was ‘to make clear and visible the path for becoming a teacher’. Future teachers cannot acquire all the necessary knowledge and competencies for their whole career during their initial training! The educational policy is fixed at the national level; curricula and contents are designed by the Ministry of Education. • Secondary teachers teach only one subject (except some in vocational education). The new law included (Article 17, 8861-8862) the creation of IUFMs (Instituts universitaires de formation des maîtres – University Institutes for Teacher Education), in charge of teacher initial professional training (for primary and secondary teachers) and contributing to both in-service teacher training and educational research. Candidates were recruited into the first year based on either their secondary school credentials or subsequent interviews. Co-Editors in Chief: Hafdís Guðjónsdóttir, Robert Kleinsasser. When IUFMs were created in 1990, the question had been raised: should they be independent institutions, or part of universities? The core competencies that teachers should acquire are now clearer. As for almost all professions, students need to acquire theoretical knowledge and practical abilities and competencies. France: 17.52 2011: 114: Japan: 17.5 2011: 115: Bulgaria: 17.46 2011: 116: Singapore : 17.44 2009: 117: Canada: 17.42 ... Education > Pupil-teacher ratio, primary: Countries Compared Map. But, when the first IUFMs were created, there were very few decrees and orders so that IUFMs had to solve a huge quantity of organisational, administrative and educational problems on their own. From age six onwards, education remains compulsory until age 16. However, if a team of teachers agrees, the teachers may collaborate and teach students by subject depending on the skills of each teacher. Some philosophers and writers were supporting these ideas, such as Alain Finkielkraut or Elisabeth Badinter (Le Monde, 1990). The training is based on the ‘sandwich training’ concept, combining academic courses and practice periods in schools. The approach through competencies is new and interesting. IUFMs aimed at providing future teachers with an academic context, linked to research and with universities. ICT has not been sufficiently considered an issue for all teachers, and as a question for all dimensions of the profession. Ecoles Normales were independent of universities and, if their social role was widely recognised, the content of the training was more and more obsolete and the lack of a link with university and research was considered as a missed requirement. IUFMs were very creative in designing new ways for articulating theory and practice. And the second one was strongly rejected by the teachers’ unions because being paid during part of one's studies has a long tradition in the country, and is considered an efficient means for making the teaching profession accessible to everyone. ESPEs, new facilities for teacher education, opened their doors in September 2013, and a two year master’s degree in education (Masters des métiers de l’enseignement, de l’éducation et de la formation, or MEEF) was initiated. Yet some people thought that making the training more academic could lead to less professional preparation. In-service training must be considered a normal component of the teaching profession, and be ‘prepared’ by initial training. The Teaching Assistant Program in France (TAPIF) is the American cohort of the Programme d'échange d'assistants de langue vivante, a ... while also providing young educators around the world with initial international teaching experience and first-hand knowledge of French language and culture. We were used to curricula based on knowledge to acquire. In July 1989, an important law was adopted by the French Parliament: the loi d'orientation sur l’éducation (orientation law on education). Workplaces. A teacher never finishes learning and developing his/her professional competencies. TIMSS & PIRLS International Study Center At that time, there was a lack of candidates for becoming a teacher. School Education in France - 3 Teachers at different levels of the school system are paid by the State, according to their qualifications, diplomas and experience. Upon validation of their work, trainee teachers became full-fledged primary school teachers with civil service status. The French education system and teacher training were the envy of American and Irish educational experts during the centenary of the French Revolution. Most ‘played the game’ and contributed to the reform, but for some of them it was a huge change of culture and a difficult transition. All programmes. The French education system provides compulsory schooling free of chargefor children aged 6 to 16 and a right to education starting at age 3. ESPEs are now trying again to design ‘common modules’ for all future teachers. This gave IUFMs a culture which was considered as too primary, and it sometimes led to difficult problems. It seems clear now that initial training without in-service training will not be effective enough. But, paradoxically, universities always felt they were the owners of teacher education (mainly for secondary education). Currently, there are 32 ESPEs in France, with 179 training sites. Cost of living in France. They made some changes in order to please their right-wing voters. Central African Republic has had the highest pupil-teacher ratio, primary since 1989. Use the links below to access the details of France's national contacts, to find out more about its system for inclusive education and to explore publications, country data, projects and news relating to France. For further information please contact: ministère de l’Éducation nationale Let us look at some of the main benefits brought by IUFMs, together with some mistakes to avoid! This was done through ‘common modules’ attended by future primary and secondary teachers, based on the common culture of schools and addressing, for instance, the uniqueness of a subject throughout primary and secondary school, and the uniqueness of a pupil throughout schooling. Training them in the same institution, with similar programmes of the same duration, and paying them the same salary supported the idea that the two professions had the same dignity. The report says there are three main domains of competencies necessary for a future teacher: knowledge about the subject identity (knowledge to be taught, history and epistemology of the discipline, social role of the discipline), knowledge about learning and teaching (didactics and pedagogy), and knowledge about the education system (national educational policy, the educational institution etc.). They say that ‘teaching is an art, not a science’, based on common sense and pragmatism, and they denounce pedagogy as something empty and useless, just words without real content. To be more academic means articulating theory and practice, providing the intellectual and scientific tools needed to understand and analyse the practical situations of teaching and learning. From then on, they did not receive any salary during their studies at IUFM. It seems amazing that so many ideological debates have occurred around teacher education. This covers all the dimensions of their profession (teaching, pedagogy, administration, relationship with colleagues, with the school management, with parents, and with other partners). The Education System in France. Coherence between theory and practice, articulating them. Finding gifted candidates is not enough! Study Abroad - France - Undergraduate - Teacher Education information on StudyAbroad.com the leading site for Study Abroad, Volunteer Abroad, Intern Abroad, Teach Abroad, & Full Degree Abroad. The first year is devoted to preparation of the ‘MEEF 1’ degree, including preparation for the recruitment competition, and the second year leads to the MEEF degree. The Minister decided that all the staff from Ecoles Normales would be automatically integrated into IUFMs, without any conditions. They were invited to contribute to teacher training in the new IUFMs, and some of them became deputy-directors of IUFMs. This reform and the creation of IUFMs aimed to reinforce the coherence of teacher education: Coherence between primary and secondary teachers’ training: train them in the same institution, in the same spirit (not the same way, since in France primary teachers teach all disciplines, and secondary teachers generally teach only one discipline). Position. Primary education, teachers. They take a sandwich coursea for one year in which they divide their time between practice in schools and colleges of teaching and education, known as ESPEs (Écoles supérieures du Professorat et de l’Éducation). The majority of schools in France are state schools. They were created at the beginning of the 19th century, and progressively spread across the country. Teachers and pupils are required to show philosophical and political neutrality. Create alert. Some IUFMs opened new laboratories for educational research in connection with universities. It is not just a talent or a gift, as many people thought before! Actually, of course, there are talented and gifted teachers, and maybe some of them would be excellent even without strong preparation! As France reels from the brutal murder of teacher Samuel Paty, teachers weigh in on their role in transmitting French values, notably laïcité. Schools must take account of the new relationship to information and knowledge, the new relationship to time and space, the new relationship to others, the collaborative ways of working, and learning. When IUFMs were established, there was a lack of candidates. intentions concerning teacher education. At the end of the first year of university study, all preprimary and primary school teachers were required to take a competitive examination, after which successful students became trainee teachers and were paid for a compulsory year of training. Keywords. Most of them were not used to working with universities. The majority of schools in France are state schools. Some say ‘yes’, and therefore consider that academic staff can hardly prepare future teachers for their professional competencies. The normal Master's degree for becoming a teacher is the new MEEF Master's degree, but many students already have another type of Master's degree, and of course they are entitled to take the recruitment competition, but they need a special curriculum in order to receive full professional preparation. The method used by the Ministry for creating and developing IUFMs was quite innovative. As for education, they are quite conservative. Some party leaders from the right wing said that IUFMs were established in order to prepare ‘left-wing teachers’. Preparing teachers for diversity: The role of initial teacher education, Commission Report. France joined the Agency in 1996. On the other hand, specialists in pedagogy and educational sciences such as Philippe Meirieu were promoting the development of pedagogical research, and supporting IUFMs. Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. Digital information and communication technologies (ICT) will have an ever greater impact on teaching and learning, and therefore on the teaching profession. But some pedagogy or didactics courses sometimes looked too theoretical and were badly received by students. CAVILAM language school has an exciting array of courses in France on teaching French as a foreign language for teachers from around the world who wish to improve their language-teaching skills or to discover new methodologies and ideas. Primary teachers have to teach all subjects of the primary school curriculum. Teachers do not need to be researchers, but need to be able to read and question research, bring problems to be solved, and reflect using research tools. It may seem strange that such recruitment competitions look like an academic examination about a subject. Quick Apply jobs only. State schools in France. The Ministry of National Education, Higher Education, and Research defines the number of jobs available each year, and any qualified citizen of the European Union may apply. They ‘owned’ the subjects and disagreed that IUFMs could prepare teachers about subject content (even if most of those courses were given by academic staff, teaching partly in IUFMs). This led to a strange paradox. IUFMs had a few difficulties in designing appropriate courses and training activities. The scope of the response was a measure of how the killing of Samuel Paty, a teacher in a suburb north of Paris, had reopened old wounds in France. It is necessary to analyse both their successes and failures in the process of designing renewed teacher training within the framework of the new ESPEs. More precisely, primary teachers are recruited at the level of an académie, which means they can be appointed to any primary school in the académie. The university institute of teacher education programs comprised approximately 1,000 hours of vocational training, divided into three parts: learning (45 percent); practice in schools (40 percent); and personal work (15 percent). The second year is based on professional practice. rent in Paris might eat up your entire teacher’s salary), but you can expect it to be around 1,530 - 1,940 euro per month. The law also stated that IUFMs are managed by a Director and a Board. A successful education system requires a high standard of teaching, and the French expect a lot from their teachers. A consequence was a huge reduction in the number of applicants for the competitions, leading to a fear of a lack of well-prepared teachers. Becoming a member of the ATEE provides you with free access to the European Journal for Teacher Education. However, teachers must accept such changes and evolutions, and be aware of the core role of schools when knowledge can be accessible in many other places. It’s important to take into consideration that the teaching day is a little longer in many parts of France, normally 9 am to 6 pm, although many schools have a day off midweek to encourage students to study privately and take part in extracurricular activities such as music lessons and sports. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. 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