The French Teacher Pre-service Training Educational Practice Research

Under the trend of globalization, all Countries and regions increase competition for talent. Talent competition raises concern about the quality of teachers and Teacher Education in all countries. Educational Practice as an important part of pre-service teacher training is a key ring to future teachers complete teacher’s role transformation from students and becomes focal point of improving the quality of teachers, advancing teacher education reform in all countries.Educational Practice in our country has a long history. With the deepening understanding of the professional development of teachers and the continuous improvement of the overall level of education, the disadvantages of Educational Practice gradually revealed in recent years and triggered a wave of domestic educational practice reform. Currently, the French teacher pre-service training educational practice is subdivided into different levels and different requirements, progressively expanding in pre-service teacher training process. It intersperses between theoretical teaching modules and educational research modules, as a mutual cycle among theory, practice and research, showing a progressive cycle characteristics. This is not only conducive to reflect on Educational Practice Starting from the practical problems, further enhance the understanding of educational theory in reflection, but also conducive to an active interest in the progressive binding process of teaching and research, schools and society,which further enhance the practical effect and rich trainees’ harvest. After twenty years of development, this educational practice, characterized in circulation progressive, has accumulated a wealth of practical experience. This paper analyzes it by a comparative sight, and combining with China’s reality, reflecting the disadvantages of our educational practice, and put forward some useful suggestions for the current reform of the educational practice in China.This paper consists of six parts and introduction:Introduction: It introduces the topic reason, carding home and abroad relevant literatures, defining Educational Practice concept and describing research ideas and research methods.Part I: It recalls the history of the evolution of educational practice in French teacher pre-service training. Initial development period of the pre-war, Educational Practice was first developed in the Primary School Teachers Training System, has been neglected in the Secondary Teachers’ Training System. Recovery and development period of the post-war, Primary and Secondary Education Teacher Training System have gradually integrated, Educational Practice was developed in Secondary Education Teachers Training System. Since the 1980 s, in the period of reform and development,Two-track teacher training system have merged, Educational Practice ushers in a new development opportunity.Part II: French educational practice based on the lifelong learning theory and the praticien réflexif theory, inspiring France to train teachers in key competences for lifelong learning as the core organization of Educational Practice, and forming the cycle dialogue in educational supervision, subject teachers and interns. On this basis, it describes the goal of educational practice in France which based on Social Management Construction.Part III: Analysis of Educational Practice organization and management in France with its meticulous division and comprehensive unified. Progressive educational practice process composes of Le stage d’observation, Le stage de pratique accompagnée and Le stage en responsabilité. Evaluation methods composes of Contr?le continue,Contr?le terminale, épreuves orale d’admission des concours de recrutement de l’éducation nationale and évaluation du stage et de titularisation des stagiaires.Part IV: Analysis of case of current French model school--- l’ESPE de Paris.Part V: generalize the effect of French Educational Practice.Part VI: Summaring the basic experience of the French Educational Practice,management system with government-led multi-party cooperation combining,progressive process and modular content promoting reflective practice. Combing with China’s reality, put forward some reasonable suggestions from four aspects: an educational practice goals, implementation, evaluation methods, practice base construction.