<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Bousquet, Gilles</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Training teachers at Aix-Marseille University</style></title><secondary-title><style face="normal" font="default" size="100%">Bilateral seminar for educational investigations</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">21-24 february</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">University of Wisconsin</style></publisher><pub-location><style face="normal" font="default" size="100%">Madison</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The establishment of the European Union has had profound impacts, including harmonisation of national legislations and of its citizens’ rights. This construction, from the European Economic Community to the union of the citizens, is widely based on the harmonisation of the educational policies of the Member States; it privileges the mobility of the students, teachers, and executives of education. However, school and university systems differ extensively from country to country. For example, the passage from elementary school to secondary education does not occur at the same age in different countries. The same diversity can be seen at the university level, including, for example, the duration of studies necessary to complete a doctorate degree (from six to nine years). The Bologna process has been established to bring about European harmonisation in university courses in each of the Member States.&lt;br/&gt;The training of teachers in Europe is particularly diverse, with some trained in faculties of education, others in vocational schools, and others learning their role through on-the-job training. To this diversity in terms of place and duration of courses is added differences in curricula as well as the different kinds of institutions which organise this formation. The difference between courses for teachers training in a faculty of education and those offered to new teachers not having received any formal teacher education before finding themselves in front of a class characterises the value attributed to the job of teacher and to the professional competencies required to practice. Compared to specific educational training in the first case, the role of ‘teacher’ is too often returned to a category of ‘transmitter of knowledge’  in the second case, where only a solid academic knowledge of the field is required; it is necessary (and it is sufficient) to be good in mathematics to be a good teacher of mathematics. Such general considerations significantly impact views of the role of teachers, for which there is a real disparity between the various European countries.&lt;br/&gt;This communication presents the teacher education in France that has needed to undergo significant reforms as a result of the Bologna process. The examples demonstrate the role and place occupied by schools and, consequently, the role and place granted to teachers and their training. From the French academic institutes constrained within an old Jacobin tradition, we will examine how teachers’ education and training are organised, and through this which values and social images of the job are promoted. How the Bologna process is implemented will then be considered.</style></abstract><label><style face="normal" font="default" size="100%">INV</style></label></record></records></xml>