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A Developmental Research-Based Teacher Education: Designing and Implementing a New Program for Preservice Teachers in France

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Title: A Developmental Research-Based Teacher Education: Designing and Implementing a New Program for Preservice Teachers in France
Language: English
Authors: Escalié, Guillaume, Chaliès, Sébastien, Legrain, Pascal (ORCID 0000-0001-6769-1502), Moussay, Sylvie
Source: Teaching Education. 2023 34(2):194-208.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Theory Practice Relationship, Professionalism, Masters Programs, Transformative Learning, Partnerships in Education, College School Cooperation
Geographic Terms: France
DOI: 10.1080/10476210.2022.2066076
ISSN: 1047-6210
1470-1286
Abstract: In many countries, preservice teachers' (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional skills. Taking this observation as our starting point, the aim of this article is to conceptualize and to illustrate an alternative approach in order to establish a reciprocal link between training and research, sketching the outlines of a developmental research-based program of teacher education. We begin by studying different training-based approaches to research and their respective limitations, identifying the key principles and steps of a developmental research-based approach to teacher education. Then, we illustrate these principles using data from empirical studies. Finally, we discuss the conditions required for the implementation of such an approach to the teacher education of PTs in France.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1388474
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Escalié%2C+Guillaume%22">Escalié, Guillaume</searchLink><br /><searchLink fieldCode="AR" term="%22Chaliès%2C+Sébastien%22">Chaliès, Sébastien</searchLink><br /><searchLink fieldCode="AR" term="%22Legrain%2C+Pascal%22">Legrain, Pascal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6769-1502">0000-0001-6769-1502</externalLink>)<br /><searchLink fieldCode="AR" term="%22Moussay%2C+Sylvie%22">Moussay, Sylvie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+Education%22"><i>Teaching Education</i></searchLink>. 2023 34(2):194-208.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 15
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Data: 10.1080/10476210.2022.2066076
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  Data: 1047-6210<br />1470-1286
– Name: Abstract
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  Data: In many countries, preservice teachers' (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional skills. Taking this observation as our starting point, the aim of this article is to conceptualize and to illustrate an alternative approach in order to establish a reciprocal link between training and research, sketching the outlines of a developmental research-based program of teacher education. We begin by studying different training-based approaches to research and their respective limitations, identifying the key principles and steps of a developmental research-based approach to teacher education. Then, we illustrate these principles using data from empirical studies. Finally, we discuss the conditions required for the implementation of such an approach to the teacher education of PTs in France.
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: France
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