本文旨在分析1989年教育導向法以及2000年教育法規中法國師資培育中，「國家」在1989－2000年之間所扮演的角色與2005年之後的變遷狀況。為達此目的，本文首先分析法國師資培育傳統中，國家扮演著中央掌控的地位，1989年IUFM成立後仍維持著這種傳統；到了2005年之後，由於教育問題叢生，加上全球化的衝擊，法國師資培育在歐盟高等教育學分、學制可互相轉換的「歐洲高等教育區」政策之下，逐漸形成中央與地方各司其職的「分層」負責狀況：中等學校教師由教育部掌管，小學教師由各省的大學區區長管理。此種改革雖融合了歐盟日益「市場化」的師資革新策略與法國向來注重「中央集權」的師資培育政策傳統；但卻使中小學老師社會地位產生落差。為了迎合歐盟的強勢影響，同時為了使法國中小學教師地位均等，本文建議法國由教育部負責全國教師的資格考試，至於分發則由各省大學區區長負責，較能使國家在師資培育品質的經營上扮演合適的角色。
Through historical approach, this paper attempts to analyze the changing role of state in the recent teacher education reform in France. In French long historical tradition of governance, education system, specifically teacher education system, had been under complete control by the state. The Education Orientation Law in 1989 stipulated that the newly established IUFM be still governed by Central Government. Since 2005 the centralized system of educational governance has been confronted with severe challenges both from international globalization tendency and inner urgent needs to solve newly emerging various educational problems in the primary and secondary schools. Specifically, under the demand of Bologna Process, the governance system of teacher education must be reorganized to meet the requirement of the transparency of European Higher Education Area, and European Credit Transfer System. Under these challenges a new power-division system of governance in French teacher education has been formed: Secondary school teacher education is governed by Central Ministry of Education, as French tradition did. The Primary teacher education is managed by rectors of Local Department Governments. The new governance system of teacher education integrates the traditional French spirit of centralization and the international tendency of educational marketization. However it makes the gap of social status ever widening than before. Finally recommendations are proposed to build a better governance model for teacher education.
