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Title: 「1990年代以降のフランスにおける教員養成制度改革」
Other Titles: Teacher training system reforms in France after the 1990s
Authors: 服部, 憲児  kyouindb  KAKEN_id  orcid (unconfirmed)
Author's alias: HATTORI, Kenji
Issue Date: 31-Mar-2016
Publisher: 京都大学教育行政学研究室
Journal title: 教育行財政論叢
Volume: 13
Start page: 1
End page: 14
Abstract: This article clarifies the present conditions and problem of the modern French teacher training system by analyzing reports and conducting interviews with concerned personnel. In France, a large-scale reform, in other words, unification of the teacher training was carried out by the foundation of IUFM (Instituts universitaires de formation des maîtres: teacher training center attached to the university) of 1990. In 2010, so-called "masterisation" reform of the teacher training was carried out and IUFM were integrated into the university. By this reform, the adoption requirements of the teacher became the master's degree from a bachelor's degree and teachers were trained in master's courses in the university. Only three years later, in 2013, ESPE(Ecoles supérieures du professorat et de l'éducation: Graduate schools of teacher training) was established by reorganizing IUFM, and in this way French teacher training system has greatly changed again. In these reforms, "the upgrading" of the teacher and "the balance of research ability and practice ability" have been main issues. The following results were obtained. First, in the current French teacher training system, its curriculum is very tight because both upbringing of the scientific ability and the practice power as the teacher are pursued. As a result, students complain that they became too busy. Second, it is necessary to organize teacher training curriculum at undergraduate level. In the present French teacher training system, students do not have to take teaching profession subjects at the undergraduate stage. But teachers in ESPE demande readiness improvement of the whole student before entrance.
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