The IUFM and Initial Teacher Training in France: Socio-political issues and the cultural divide

As part of wide-ranging educational reforms initiated in 1989, the structure and organisation of initial teacher training in France have been radically reshaped. The longstanding binary provision made for primary and secondary training by the ecoles normales and the universities respectively, each w...

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Published inJournal of education for teaching : JET Vol. 22; no. 3; pp. 271 - 282
Main Authors Asher, Colin, Malet, Regis
Format Journal Article
LanguageEnglish
Published London Taylor & Francis Group 01.10.1996
Methuen
Taylor & Francis Ltd
Subjects
Beginning Teachers
Certification
Colleges & universities
Culture
Decentralization
Decision making
Democratization
Education reform
Educational Change
Educational Reform
Educational Systems
Elementary Secondary Education
Foreign Countries
France
Higher Education
Management
Partisanship
Politics
Politics of Education
Preservice Teacher Education
Preservice Teachers
Primary Education
Professional training
Questionnaires
Recruitment
Resistance
Schools of Education
Secondary Education
Secondary School Teachers
Secondary schools
Students
Teacher Education
Teacher Education Programs
Teacher Recruitment
Teaching methods
Universities
France
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Summary:As part of wide-ranging educational reforms initiated in 1989, the structure and organisation of initial teacher training in France have been radically reshaped. The longstanding binary provision made for primary and secondary training by the ecoles normales and the universities respectively, each with its own traditions and jealously-preserved culture, has been replaced by a single new institution, the Institut Universitaire de Formation des Maitres. The process of transition has proved difficult, largely because of the outraged resistance shown by university and secondary school interests to the inclusion in the training programmes not only of an element of professional studies common to both primary and secondary trainees but also of a component concerned with teaching methodologies and other aspects of classroom practice. This paper traces the debates surrounding the painful birth of the IUFMs, which offers interesting contrasts with reforms of initial teacher training in other countries and especially the UK.
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ISSN:0260-7476
1360-0540
DOI:10.1080/02607479620241