000			02024cam a2200289 4500500
005			20250206102212.0
041			_afre
042			_adc
100	1	0	_aFrançoise, Christine _eauthor
700	1	0	_a Perez-Roux, Thérèse _eauthor
245	0	0	_aRelationship to the reform of pre-service teacher training in National Higher Institutes for Teaching and Education: Teacher trainers under tension(s)?
260			_c2024.
500			_a4
520			_aThis article looks at the tensions experienced by teacher trainers in National Higher Institutes for Teaching and Education (Instituts nationaux supérieurs du professorat et de l’éducation ; INSPE), following the implementation of the reform of pre-service teacher training (beginning of the 2021 academic year). Thus, the positioning of competitive examinations at the end of the master’s degree has led to the reorganization of training content. A questionnaire survey (n = 725) was conducted in spring 2022. Having defined the place and role of trainers in the professional development of future teachers, the analyses highlighted the tensions present in the respondents’ discourse. This latest reform, between continuity and change, has generated tensions with multiple sources and has forced many trainers to reconsider their activity, judging some of the prescribed measures as paradoxical. The resulting dilemmas have forced these trainers to rethink their priorities, to readjust their practices, and to reconsider their professionalism as well as the meaning of their activities.
690			_ateacher educators/teacher trainers
690			_atensions
690			_areform
690			_aprofessionalism
690			_adilemmas
690			_ateacher educators/teacher trainers
690			_atensions
690			_areform
690			_aprofessionalism
690			_adilemmas
786	0		_nPhronesis | 13 | 3 | 2024-03-27 | p. 176-197
856	4	1	_uhttps://shs.cairn.info/journal-phronesis-2024-3-page-176?lang=en&redirect-ssocas=7080
999			_c1068888 _d1068888