In France, initial teacher training is provided by universities, in Higher Schools of Teaching and Education. All pre-primary, primary and secondary school teachers are trained by these schools, even though the entrance examinations differ depending on the level and type of educational institution targeted (primary/secondary, public/private, general/vocational).

While teachers of specific subjects (art, music, etc.) do not require any special training, teachers wishing to work with specific groups must complete additional training leading to a qualification: the  Certificate of Professional Competence for Specialised Assistants, Adapted Teaching and the Education of Students with Disabilities (CAPA-SH)  for primary education, or the Supplementary Certificate for Adaptation     and Education of Students with Disabilities (2CA – SH).

Initial teacher training is provided by universities. Within the framework of the autonomy granted to them by the 2025 reform of initial teacher training(announced by the Ministry of National Education and Higher Education, a specific master's degree  M2E (formerly MEEF) - Master's degree in Teaching and Education can be obtained at a National Higher Institute for Teaching and Education (INSPE) in two years, after passing an entrance exam open to holders of a bachelor's degree. Starting in the 2026 academic year, the reform plans to open a new a specific licence "School teaching" which offers a course to prepare for the competitive examination for recruitment as a school teacher and prepares students for entry into the profession. INSPEs are attached to universities. Only a bachelor's degree is required to enrol in the first year of a Master's degree, regardless of the specialisation. 

Successful candidates in the bac +3 competition then enrol in a Master's degree in teaching and education (M2E), which is divided into three specialisations depending on the competition track they choose: "Primary School Teacher", "Secondary School Teacher" and "Head Teacher". Students enrolled in the M2E master's programme receive a salary of approximately €1,400 net per month as civil servant trainees. This professional training programme includes a twelve-week internship in the first year.

They enable students to project themselves into the practice of the profession, to reflect on how to apply their knowledge to teaching, to analyse the use of teaching materials and to understand their students' work. 

In the second year of the master's programme, students have the status of trainee civil servants. They complete an eighteen-week internship with part-time teaching responsibilities and are paid a full-time salary (approximately €1,800 net per month). In addition, the "teacher training specifications", set by  the decree of 15 June   2012  indicates that the training provided in master's programmes to prepare students for teaching professions aims to equip them with knowledge that is "informed by academic research." The text stipulates that "the training offers each student an introduction to research."

To be admitted to the competitive examinations for recruitment as a primary or secondary school teacher, students must provide proof that they have obtained the credits corresponding to three years of undergraduate study (L3), i.e. 180 ECTS credits. However, it is possible to enter INSPE directly without passing the competitive examination in the first year of the Master's programme. In the event that failure in the competitive entrance examinations, universities sometimes offer courses designed for candidates who wish to retake the exam.

Each competition is organised by the Ministry of National Education, Higher Education and Research for public and private education. To enter the civil service, each competitive examination has the following prerequisites: French nationality or nationality of another EU Member State, full civil rights, no criminal convictions incompatible with teaching, fulfilment of national service obligations and physical fitness for the profession. 

Recruitment as a teacher, which means entering the civil service – with the status of trainee civil servant during the second year of the Master's degree – requires both passing the competitive examination and obtaining a Master's degree.

Early childhood care

The content of training courses for all early childhood practitioners is defined by the state, regardless of qualification. State diplomas in childcare, early childhood education, nursing and psychomotor therapy are higher education qualifications. Their content and qualifications are approved by the Ministry of Higher Education and the Ministry of Health and Social Affairs.

In the case of the childcare assistant diploma or the early childhood education assistant diploma, the content is defined by the Ministry of Education.

In the case of training for childcare worker accreditation (home-based childcare), the content is defined by Decree No. 2018-903 of the Ministry of Health.

Primary and secondary education

Nature  and the  exam content  Recruitment competitions are set each year by order of the Minister of National Education.

The core curriculum programmes are designed to create a shared culture for all and therefore apply to all students enrolled in the M2E Master's programme.

The training courses provided by the National Higher Institutes for Teaching and Education (Inspé) remain at a total of approximately 800 hours, excluding internships. This volume has been reorganised in order to increase the proportion dedicated to subject mastery and teaching methods.

Subject-specific content is taught at INSPE or university departments (UFR), in collaboration with professionals in the field. The aim is to consolidate students' mastery of subject-specific knowledge and teaching methods.

Professional content is taught at INSPEs in partnership with the academic school of continuing education (EAFC). It covers topics such as classroom management, differentiated teaching, inclusive schooling, teacher authority, the principles and values of the Republic, civil service ethics, knowledge of the education system, knowledge of pupils, gender equality and digital education, including artificial intelligence.

Teacher trainers are themselves either university lecturers or, for primary education, school teachers who have undergone a special one-year training course leading to a Certificate of Aptitude for the Role of Teacher Trainer (CAFIPEMF).

This Certificate of Competence exists in two forms:

• a general form that allows assignment as a "generalist" to a National Education inspector, or as a master trainer at a university;
• a specialised qualification (physical education, music education, visual arts, regional languages and cultures, educational technology and resources) required for assignment to specialised positions.

There is only one session per year. Candidates wishing to take the specialised examinations must choose the option and specify it at the time of registration. To take the examinations, candidates must provide proof of at least five years of full-time teaching experience. The certificate includes one eligibility test and two admission tests.

With regard to secondary school teachers, the diverse nature of ESPE teams and the quality and relevance of their expertise ensure high-level scientific training that is in line with the practical aspects of the profession.

Early childhood care

For early childhood practitioners, despite the variety of qualifications available, there are two main categories of qualifications.

The first concerns higher education qualifications. State qualifications in childcare, early years education, nursing and psychomotor therapy are listed in the national qualifications framework, i.e. at ISCED level 6.

The second concerns qualifications at upper secondary level. In the case of the childcare assistant diploma or the early childhood education assistant diploma, these are Certificates of Professional Competence (CAP). These are therefore level 5 qualifications in the national directory, or ISCED level 3.

Finally, the childminder accreditation is not a qualification and is therefore not recognised in the ISCED classification.

Primary and secondary education

After passing the competitive examination at the end of the third year of their bachelor's degree and completing the first year of their Master's degree in Teaching and Education (M2E) (formerly MEEF), students in their second year of their Master's degree spend 50% of their time teaching pupils and 50% in initial work-study training. At the end of the second year, students defend a dissertation. internship and, if they successfully complete their academic year, obtain a national Master's degree.

Un  decree of 1 July 2013  has established a list of professional competencies for teachers and educators in the exercise of their profession. These competencies involve knowledge, the ability to apply that knowledge, and professional attitudes. 

In order to fill vacant positions or replace permanent teachers, contract teachers may be recruited by the Rector of the Academy for one school year or for a shorter period. These contract staff are considered non-permanent public sector employees. Depending on the subjects taught, training booklets may be distributed to these staff members as preparatory training.