Au Girsef (UCLouvain), nous explorons les dynamiques éducatives contemporaines à travers une recherche engagée, interdisciplinaire et ancrée dans les réalités du terrain. 

Ce mois-ci, nous célébrons sur un moment rare : l’inauguration de la Faculté des sciences de l’éducation de l’UCLouvain. Et nous vous invitons à découvrir les récentes publications du centre, lire quelques retours sur événements ainsi qu'à vous inscrire à notre colloque du 28 janvier 2026 : « Quels horizons pour l’éducation ? Regards croisés praticien·nes - chercheur·euses ». 

The future of the teaching profession is central not only to the field of education but also to the development of democratic and inclusive societies. Since the 1980s, however, the teaching profession has undergone unprecedented changes in terms of the status and attractiveness of the profession, labor markets, and accountability models. At the same time, it has become increasingly subject to global/regional discourses and a variety of new governance mechanisms. In this volume, the authors answer two critical questions for the future of the teaching profession: How does the teaching profession (re)institutionalize itself in a globalizing world? And how does globalization affect the central mechanisms of the profession, such as its models of education and professional development, modes of recruitment, and labor markets and careers? Although these changes are global in nature, this volume examines them in the European context. The volume addresses the structural and cultural environments that shape the employment regimes of the teaching profession in Europe. Based on a multiscalar study that combines multiple sources of data and methods, it looks innovatively at the reconfiguration of teachers’ careers by analyzing the joint evolutions of the European Union’s governance of education and teachers and of employment regimes in two contrasting European countries (England and France). Observing different trajectories of employment liberalization in the two countries, emblematic of liberal or bureaucratic public professions, leads the authors to discuss different scenarios for the future of the teaching profession in Europe.

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