|Other Titles:||<Article>A Study on the Support System for Teacher Candidates in France: Outcomes and Problems of the EAP (emploi d'avenir professeur|
étudiant apprenti professeur) System
|Authors:||服部, 憲児 https://orcid.org/0000-0002-8901-0197 (unconfirmed)|
|Author's alias:||HATTORI, Kenji|
|Abstract:||In France, a shortage of teachers is one of the most important social problems for the country. Therefore, since 2013, EAP was implemented as a system to guide excellent but economically disadvantaged students to the teaching profession. The purpose of this research is to clarify the outcomes and problems of this EAP system. EAP is a system which offers support for becoming a teacher. It provides opportunities for teacher candidates to conduct educational activities at school and to receive guidance and advice from incumbent teachers. At the same time, it also provides financial support by rewarding student activities. EAP was highly appreciated for its content, such as the educational activities at school and the effect it had on teacher acquisition of abilities. Conversely, there were problems in its management system, such as a lack of communication among parties, unsatisfied quotas, and the necessity for the further involvement of universities. For these reasons, EAP was reformed in 2016. In this reform, while the content of activities did not change much, the management system was improved. In the post-reform, targets for support have been limited to teacher candidates in specific subjects and local areas with a shortage of teachers. Although this strengthened the function of securing human resources in these areas, there are problems from the viewpoint of the staged skill development of teacher candidates in teacher training as a whole.|
|Appears in Collections:||第3号|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.