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Teacher Training for Inclusion within an Egalitarian Framework in France.
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Abstract
In France, recent years have seen a national-level acceleration towards embracing inclusive
schooling, with the 2019 education law reform providing for a standardised national teacher
education curriculum. While teachers are in theory being better prepared for inclusive practices, France’s egalitarian constitutional model remains in ideological conflict with differentiated
treatment of diversity. In this context, is initial teacher education effectively preparing teachers for
their work with pupils with diverse learning and special educational needs (SEN) in mainstream
schools? A qualitative study carried out in Bordeaux in 2021-2022, as part of the research project
Empowering Teachers for Inclusion in Schools (ETIS), explores this question by discussing views
from teacher educators, mainstream teachers and deaf specialist educators. Findings highlight
educators’ views that a separatist approach to preparing teachers for inclusion of diversity leaves
teachers having to find “do-it-yourself” solutions for SEN learners in their classes. In response to
this problem, SEN and mainstream educators alike suggest that school inclusion could be
strengthened by reinforcing preparation within core initial teacher training programmes.
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