The State of Teacher Education in France: A Critique

Pradeep Kumar Misra, The State of Teacher Education in France: A Critique, FMSH-WP-2014-58, january 2014.

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The author

Dr. Pradeep Kumar Misra is an Associate Professor in the Faculty of Education and Allied Sciences of M.J.P. Rohilkhand University, Bareilly, India. His research specializations are Teacher Education, Educational Technology and Lifelong Learning.


I am extremely grateful to the Fondation maison des Sciences de l’Homme (FMSH), France and University Grants Commission (UGC), India for offering me a scholarship to carry out this study. The kind hospitality, support and guidance provided by Prof. Eric Bruillard and his team, from the ENS Cachan is also gratefully acknowledged.  I would also like to gratefully acknowledge the support and recommendations for this research from Prof. Max Jean Zins, Prof. Pierre Léna and Prof. Georges -Louis Baron. I would also like to express my gratitude to all those who have responded to my survey and given their valuable inputs for this research. Finally, I am thankful to my dear wife and lovely daughter who has given me unconditional support and needed motivation to complete this research.


L’analyse comparative des différents systèmes de formations des maitres et des enseignants selon les pays se révèle toujours intéressante. L’étude du système français est particulièrement enrichissante pour l’Inde.


The study of teacher education systems of different countries working in different conditions and following different patterns holds great promise to improve teacher education system in general. The analysis of different systems of teacher education helps to understand that what works well and what not in different systems and conditions and this ultimately paves the way for improvement of teacher education systems across the globe. The French teacher education system that is going through a process of change and radical reforms seems an interesting case in this regard. The study of teacher education system of France becomes more significant in a sense that it is unique in many terms and was a topic of debate and policy reforms between previous and present government. In this backdrop, present research analyzes the on-going efforts, policies and practices of teacher education in France; makes a SWOT (strength, weakness, opportunities, threat) analysis of French teacher education system; and identifies best adoptable teacher education policies and practices from France.

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