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.

Keywords

professionalization, teacher education, improvement, action-research, work-linked training

To cite this article

Meia, J.-S., Stumpf, A. et Garessus, P.-A. (2021). Translating professionalization into teacher training: from difficulties in implementation to perspectives for improvement. Formation et profession, 29(3), 1-15. https://dx.doi.org/10.18162/fp.2021.609