Chapter 3: Teacher Training in Mathematics in France

In this chapter we explain how mathematics teacher training programs are structured and developed in France. We begin by describing the organization of the French school system (from primary school to university) and the ways in which teacher training programs are structured are presented. Although mathematics is taught by several types of teachers according to the level (primary school teachers, who teach several subjects, and secondary school teachers, who teach only mathematics), the path for becoming a teacher is similar: they must first pass a recruitment examination (4 years after Grade 12—equivalent to the 1^st year of a Master’s degree), after which they become trainee teachers for one academic year. Extracts of tests are then used to describe the content of these exams and how the Graduate Schools of Teaching and Education are organized for the training year, which follows recruitment. Two specificities of training in France are the focus of this chapter: dual training (trainee teachers who work alternatively at school and in training) and “master-ization” (most teachers have the grade of Master—five years after grade 12). The chapter concludes with a discussion about advantages and disadvantages of teacher training practices in France and how mathematics teacher training is likely to evolve in the years to come.