Purpose – This chapter describes the Bologna process in teacher education in France. Since the beginning of the reform in 2005, university teacher training institutes (IUFMs) were integrated in the universities, and the possession of a master's degree became a requirement to teach in France. The main objective of our study is to point out ambiguities, tensions and difficulties that have accompanied implementation of this reform.Methodology – The study is based on the examination of official publications of French stakeholders during the reform's design and implementation. The content analyses of the collected data are carried out using the concept of “universitarisation” and its three dimensions: structures; knowledge and curriculum; and actors. Other data collected during the “Teacher Education Curriculum in the EU” research project complete this study.Findings – The impact of the reform on teacher candidates is described as a “disaster,” in French scientific literature. The policymakers did not grasp the opportunity the Bologna process presented to enhance the quality of teacher education and improve the status of the teaching profession. On the contrary, in the context of budgetary constraints in education, the government has used this reform to remove the posts of teacher trainees, thus reducing the internship period.Value – This chapter addresses practitioners and researchers interested in comparative educational studies and teacher education policy development in the context of the Bologna process.
Sacilotto-Vasylenko, M. (2013), "Bologna Process and Initial Teacher Education Reform in France", Akiba, M. (Ed.) Teacher Reforms Around the World: Implementations and Outcomes (International Perspectives on Education and Society, Vol. 19), Emerald Group Publishing Limited, Bingley, pp. 3-24. https://doi.org/10.1108/S1479-3679(2013)0000019006
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