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Purpose – This chapter describes the Bologna process in teacher education in France. Since the beginning of the reform in 2005, university teacher training institutes…
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.
These are headlines of news articles in a national newspaper in a country outside of the United States. The media coverage of teacher scandals increased since 2001…
These are headlines of news articles in a national newspaper in a country outside of the United States. The media coverage of teacher scandals increased since 2001, reaching the highest 89 cases in 2004. The teachers in this country, the readers would conclude, have serious problems. They would wonder what is wrong with these teachers and speculate that teaching is not a well-respected or well-paid occupation in this country.
Motoko Akiba is an Associate Professor of Education Policy in the Department of Educational Leadership & Policy Studies at Florida State University. Dr. Akiba received her B.A. from the University of Tsukuba, Japan, and a dual-title Ph.D. in Educational Theory & Policy and Comparative & International Education from Pennsylvania State University-University Park. Her research focuses on teacher policy and reform topics, such as professional development, compensation and performance-related pay, and multicultural teacher education. She is an author of the book, Improving teacher quality: The U.S. teaching force in global context (Teachers College Press, 2009). Her published journal articles appear in Educational Researcher, American Educational Research Journal, Education Policy, and Comparative Education Review, and Compare among others. Dr. Akiba is serving as an Associate Editor of Educational Researcher from 2012 to 2015. She is also a recipient of the NSF Early Career Award Grant, NAEP secondary analysis grant, and AERA dissertation and research grants.