Assessing student perceptions of professionalization measures and coherence after the 2011 French curriculum reform

Together with my colleague Christine Schmider, I participated for 3 years in the Erasmus+ program ConnEcTEd: Coherence in European Teacher Education. Creating transnational communities of practice through virtual scenarios.

The internationalisation of teacher education (TE) and the creation of a European Higher Education Area (EHEA) were essential for enhancing professional development, cooperation, and mobility in European TE. However, the diversity of national TE systems hindered coherence and mobility, making a transnational approach necessary. The EU-funded ConnEcTEd project addressed these challenges by fostering transnational professional learning communities and integrating coherence in European TE through collaborative efforts and innovative teaching methods.

Short introduction: At the Inspé of Université Côte d’Azur, where Christine and I work, a survey has been conducted since 2014 aimed at measuring satisfaction with and perception of the 2011 reform. Christine and I selected the questions related to coherence, which allowed us to write a chapter examining the 2011 curriculum reform in France. This reform aimed to professionalize the teacher training system and establish national frameworks for teacher competencies in primary and secondary schools. Inspired by European guidelines for teacher education, the reform represented a paradigm shift in the French system, integrating pedagogical knowledge and pedagogical content knowledge alongside traditional content knowledge. The result was a narrowing of the professional orientation gap with other European teacher education systems and increased vocational coherence.

To be consulted online: https://link.springer.com/chapter/10.1007/978-3-658-43721-3_6

Please cite as: De Smet, C., Schmider, C. (2024). Assessing Student Perceptions of Professionalization Measures and Coherence after the 2011 French Curriculum Reform. In: Doetjes, G., Domovic, V., Mikkilä-Erdmann, M., Zaki, K. (eds) Coherence in European Teacher Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-43721-3_6