Session Information
01 SES 09 A, Teacher Professional Learning and Development in Europe (Part 1)
Symposium to be continued in 01 SES 11 A
Contribution
In France, teachers’ continuing in-service education, as currently designated (formation continue in French) has been the subject of numerous national and international studies, research and reports which regularly and consistently highlight its deficits (Cour des Comptes, 2017; IGEN, 2017). A long-standing top-down conception of in-service teacher training is part of a uniform vision of the educational system that has long neglected a genuine diagnosis of needs and an engineering approach that would enable the implementation of training activities that are well thought out and geared to specific educational contexts. In accordance with our previously published article (Malet, 2021 & 2023; Ostinelli and Crescentini, 2021) France shows a centralistic influence that contributes the use of innovative forms of PL testifies to the fact that some innovation at least starts to appear in the system. Yet, a programmatic reorientation of in-service training policy from the perspective of steering training activities centred on the professional development of teachers is underway in France. It is inspired, often explicitly, by foreign examples of the promotion of an human resource management policy governed by the concept of CPD for teachers. It is driven by a concern to implement a genuine human resources management policy, which is lacking in the French education system, and which is likely to increase the attractiveness of the teaching profession and the prospects for career and professional mobility in the course of employment, and to restore the image of the profession and the motivation of serving staff and their commitment to a lifelong learning approach.
References
Cour des comptes (2017). Gérer les enseignants autrement : une réforme qui reste à faire. Paris : Ministère de l’Education Nationale. IGEN – IGAENR (General Inspection of the French Department of Education) (2017). Rapport n° 2017-037, L’évaluation sur la politique publique de formation continue du premier degré, June 2017. Malet R. (ed.) (2021). De la formation continue au développement professionnel des personnels d’éducation. Situation nationale, comparaisons internationales, état des recherches. Paris : Conseil National d’Evaluation des Systèmes Scolaires (CNESCO). Malet R. (forthcoming). Teachers’ Continuing professional Development in France. A Systemic Transformation in Progress. In Ken Jones, Giorgio Ostinelli, Alberto Crescentini (Eds). Innovation in Teacher Professional Learning: Research, Policy.and Practice in Europe. Routledge. Ostinelli G., Crescentini A. (2021). Policy, culture and practice in teacher professional development in five European countries. A comparative analysis, Professional Development in Education, 1-17.
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