Becoming a Teacher in University: The First Experiences of Faculty Development in France

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  • フランスにおける大学教員準備プログラムの展開 : フランス初のFD の試み

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Abstract

This paper presents the main results of a survey on the experiences of apprentice teachers in French universities. Apprentice teachers are selected from among the best students enrolled in a thesis by the Centers for Initiation to Higher Education (CIES) for teaching after pedagogical university training. The CIES plan has been the first effort to introduce, at the national level, faculty development in French higher education in 20 years. A nationwide survey was conducted on 3327 apprentice teachers engaged in 84 universities in 2001. This paper analyzes the experiences of apprentice teachers and their contact with academic life as new teachers. The survey results showed that the apprentice teachers’ experiences were often shaped by four major challenges: the balance and tension between research and teaching, teaching practices andtraining experience, individual ties with lecturers and the collective life of their department, and relationships and social interactions with students. These challenges often caused tense situations but also helped the apprentice teachers to become familiar with the inner workings of the academic profession, and to be involved in the construction of a professional identity.

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