Research on Policy Changes,Contextual Logic and Content Framework of French Teacher Professional Competence Standard Reform
What constitutes a qualified teacher in the era of the knowledge economy becomes particularly significant.This article attempts to explore the policy changes and mobility,logical framework,and the latest content structure of the reform of professional competence standards for teacher in France.The study reveals that France builds up the teacher's role from three identities:as a disseminator of national public values,as a cooperative learner and leader in the field of educaiton,and as a reflective practitioner guiding the success of all students.It meticulously outlines the teacher's requirements in terms of professional knowledge,skills,and ethical standards,presenting a notable characteristic that considers both identity roles and professional abilities.Thi study has significant implicaitons for the current research on teacher literacy and teacher education reform in China.It enlightens us that teacher education in China should gradually shift towards a comprehensive competence view throughout the whole career development of educators,hleping to guide them towards a self-driven comprehensive professional development view,to better meet the educational and teaching needs of teachers in the knowledge economy era.
French teacher professional standardsFrench education policypolicy analysis
NETL
NSTL
万方数据
