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Présentation

The Revue internationale d’éducation de Sèvres is a journal focused on education and training across the world. It is published by the Centre international d’études pédagogiques (CIEP), which is a member of the Sorbonne Universités.

The journal publishes three issues a year in French. Issues are aimed at education policymakers and practitioners as well as academics and researchers in the humanities and social sciences with an interest in education issues.

The journal’s international focus is reflected by its authors, most of whom come from the country or countries studied in each issue. Articles are written from a research perspective and issues are organised around a central theme that is currently being discussed on the international stage. Each issue also provides information and documentary resources in the field of educational policies or teaching practices.

The journal works with an international scientific board and editorial committee, which convene at regular intervals. Since the journal was founded in 1994, it has published texts by 1,000 authors from 110 countries. The journal is listed in various international rankings and databases. In 2012, it joined the OpenEdition humanities and social sciences publishing platform. Its issues are available in open access two years after they are published on Revues.org.

Latest issue
74 | 2017
Les enseignants débutants

Beginning teachers
Los docentes principiantes

In the early twenty-first century, the massive need for teachers – who, given the rise of mass education, themselves teach highly heterogeneous groups – means it is necessary to get to know these teachers better. Who are the new teachers of today, how are they trained, how do they discover the profession, and how are they integrated into the school or institution where they work? Through eight case studies and an OECD article, this dossier highlights a shared demand for professionalization, despite very different contexts. This demand remains paradoxical for various reasons. The authors also underline the crucial importance of support in school and the political stakes of the professional development of teachers. In many countries one can observe a diversification of the pathways of beginning teachers and a phenomenon of professional drop-out linked to the material and symbolic conditions of practicing this profession. The ongoing reorganizations of the teaching profession, as they appear in the contributions, confront de facto the political models of education of contemporary societies.