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Book part
Publication date: 15 March 2013

Marina Sacilotto-Vasylenko

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…

Abstract

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.

Details

Teacher Reforms Around the World: Implementations and Outcomes
Type: Book
ISBN: 978-1-78190-654-5

Keywords

Open Access
Article
Publication date: 14 October 2022

Lahboub Zouiri and Fatima Ezzahra Kinani

In Morocco, universities have opted for online courses as a national effort to contain the coronavirus since the early stage. This article aims to analyze university students’…

Abstract

Purpose

In Morocco, universities have opted for online courses as a national effort to contain the coronavirus since the early stage. This article aims to analyze university students’ satisfaction with their distance learning experience during the COVID-19 pandemic.

Design/methodology/approach

This article is based on the statistical analysis of a survey conducted in 2020 at the national level among 800 university students from all disciplines enrolled in open access and regulated access institutions in Morocco. Econometrically, the authors used the ordinal logistic regression model after checking several conditions justifying its use.

Findings

Findings from analysis reveal that students lacking basic computer skills have a negative perception of this new mode of learning. The results also show a certain sensitivity of the students to the way in which the courses are taught. The satisfaction of the learners largely depends on the duration of the courses, the interactivity, and the teaching methods adopted. In designing, developing, and delivering distance education courses, students’ needs should be taken care of.

Originality/value

This article suggests that for public policies, professional training for teachers should equip them with the pedagogical skills so that they can adjust their teaching according to students’ levels. Training in digital tools must also be provided to bridge the digital divide and accelerate positive change and adaptation to this new mode of training. In addition, this article highlights the role of interactivity in increasing adaptation to distance learning.

Details

Public Administration and Policy, vol. 25 no. 3
Type: Research Article
ISSN: 1727-2645

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