Translating professionalization into teacher training: from difficulties in implementation to perspectives for improvement

Translating professionalization into teacher training: from difficulties in implementation to perspectives for improvement

• Jean-Steve Meia, Haute école pédagogique BEJUNE, Suisse

• Alexia Stumpf, Haute école pédagogique BEJUNE, Suisse

• Paul-André Garessus, Haute école pédagogique BEJUNE, Suisse

doi : https://dx.doi.org/10.18162/fp.2021.609

Résumé

This article describes an action-research study carried out to overcome the structural crisis affecting a Swiss secondary education teacher training in the mid-2010s. The approach identified three conditions, transferable to other contexts, that made it possible to make work-linked training more integrative and to strengthen the professionalizing nature of the program: 1) collaboration between the actors in a clearly explained structure; 2) strengthening the contextualization and integration of knowledge in every training time and space; 3) a policy for the recruitment and professional development of teaching staff that takes into account the two areas of work-linked programs.

Abstract

This article describes an action-research study carried out to overcome the structural crisis affecting a Swiss secondary education teacher training in the mid-2010s. The approach identified three conditions, transferable to other contexts, that made it possible to make work-linked training more integrative and to strengthen the professionalizing nature of the program: 1) collaboration between the actors in a clearly explained structure; 2) strengthening the contextualization and integration of knowledge in every training time and space; 3) a policy for the recruitment and professional development of teaching staff that takes into account the two areas of work-linked programs.