JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v8i4.6839ArticleThe Role of Secondary School Teacher Training in Their Teaching Practices — A Secondary Publicationhttps://artdesignp.com/journal/JCER/8/4/10.26689/jcer.v8i4.6839DuguetAmélie,MorlaixSophie2024842024-04-30This work aims to analyze the effect exerted by the initial and continuous training of secondary school teachers in France on their teaching practices. For this, we carried out a secondary analysis of data from the TALIS survey (Teaching and Learning International Survey), conducted in 2013 in 34 countries, including France. In particular, we focus on practices related to the teaching methods used, classroom management, how to communicate, and the evaluative practices of teachers. In support of binary logistic regression models, we showed that the variables related to initial training play a weak role, and even exert a negative effect on certain pedagogic practices, leading to a reflection on the renovation of this training. On the other hand, our analyses highlighted the greater weight played by certain continuing education actions.

Tixeront M, Leselbaum N, 1987, The Training of Secondary School Teachers: What Are the Issues? Etudes et Recherches, 1987(1): 37–49.

Gaussel M, 2020, Teaching Practices Versus Research. Dossier de Veille de l’IFÉ, 2020(132).

Bourdoncle R, 1991, The Professionalization of Teachers: English and American Sociological Analyzes. Revue Française de Pédagogie, 1991(94): 73–92.

Perrenoud P, 1994, Teacher Training Between Theory and Practice, L’Harmattan, Paris.

Perez-Roux T, 2016, The Training of Secondary School Teachers in France: Between University Education and Professionalization, What Mobilization of Knowledge Depending on the Contexts? Education et Formation, 2016(e-305): 11–22.

Uwamariya A, Mukamurera J, 2017, The Concept of “Professional Development” in Teaching: Theoretical Approaches. Revue des Sciences de l’éducation, 31(1): 133–155.

Altet M, Guibert P, 2014, Building a European Curriculum from the Observation and Analysis of Teaching Practices, in Paquay L, et al. (dir.), Real Work of Teachers and Training, De Boeck, Bruxelles, 79–96.

Gelin D, 2010, The Challenges of Reforming Teacher Training… of Secondary Education. Nouvelle Revue de Psychosociologie, 9(1): 81–89.

Daguzon M, Goigoux R, 2012, Learn to Do Class. Professional Learning of School Teachers in Work-Study Training. Revue Française de Pédagogie, 2012(181): 27–42.

Directorate of Evaluation, Performance and Prospective (DEPP), 2014, Professional Training of Teachers is Less Developed in France than in Other Countries. Note d’information, 2014(22): 1–4.

Joubaire C, 2019, Start Training to Teach. Dossier de Veille de l’IFÉ, 2019(131).

Ambroise C, Toczek MC, Brunot S, 2017, Beginning Teachers: Experiences and Transformations. Overview of Knowledge on Entry into the Profession, Education and Socialization, 2017(46). https://doi.org/10.4000/edso.2656

Rayou P, Veran JP, 2017, Becoming a Teacher Today: Any Uncertainties? Introduction. Revue Internationale d’éducation de Sèvres, 2017(74): 37–46.

Ministry of National Education, 2020, Becoming a Teacher: Better Initial Training and More Attractive Paths to Entering the Profession, https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Desbiolles P, Ronzeau M, 2015, Monitoring the Establishment of Higher Schools of Teaching and Education During the Year 2014–2015, IGEN, IGAENR, Paris.

Tardy S, Lhermet P (Coord.), Gauthier RF, 2018, Continuing Training of Secondary School Teachers From Continuing Training to the Professional and Personal Development of Secondary School Teachers? Report to the Minister of National Education, to the Minister of Higher Education, Research and Innovation, 2018(68).

Reverdy C, 2019, Continuing Training for Teachers Which Remains to be Established? Eduveille. https://eduveille.hypotheses.org/13608

Carette V, 2008, The Characteristics of Effective Teachers in Question. Revue Française de Pédagogie, 2008(162): 81–93.

Talbot L, 2012, Research on Effective Teaching Practices. Questions Vives, 6(18): 129–140.

Bressoux P, 2007, Skills to Teach: What Traces on Student Learning, in Talbot L, Bru M, (eds.), Skills to Teach. Between Social Objects and Research Objects, Presses Universitaires de Rennes, Rennes, 121–134.

Bianco M, Bressoux P, 2009, Class Effect and Teacher Effect in Primary Education: Towards Effective Teaching of Comprehension? in Dumay X, Dupriez V, Effectiveness in Teaching. Promises and Gray Areas, De Boeck, Brussels, 35–54.

Cusset PY, 2011, What Does Research Say About the “Teacher Effect?” La Note d’analyse, 2011(232): 1–11.

Bru M, 2006, Teaching Methods, Presses Universitaires de France, Paris.

Avalos B, 2011, Teacher Professional Development in Teaching and Teacher Education Over Ten Years. Teaching and Teacher Education, 27(1): 10–20.

Organization for Economic Cooperation and Development (OECD), 2014, TALIS 2013 Results. An International Perspective on Teaching and Learning, Éditions OCDE, Paris.

Bressoux P, 2010, Statistical Modeling Applied to Social Sciences, De Boeck (2e édition), Paris.

Chalies S, Cartaut S, Escalie G, et al., 2009, The Usefulness of Tutoring for Young Teachers: Proof from 20 Years of Experience. Recherche et formation, 2009(61): 85–129.

Rey O, Feyfant A, 2014, Evaluate to (Better) Learn. Dossier de Veille de l’IFÉ, 2014(94).

Morlaix S, (dir.), 2020, Digital Technology in Primary School. Analysis of Joint Effects on Students and Teachers, l’Harmattan, Paris.

Thibert R, 2009, What Collaborative Practices in the Age of ICT? Dossier d’Actualité Veille et Analyse, 2009(43).

Larre F, 2009, Incentivizing Teachers: Theoretical Solution or Pragmatic Response? Revue Française de Pédagogie, 2009(166): 27–43.