Abstract
This study intends to clarify the actual conditions of professional growth in catholic private school teachers in France and derive suggestions from them. Based on 582 respondents of questionnaires from them in October 1984, the writer summarizes findings as follows. 1. Academic career and degree, as the index of the quality and quantity of initial teacher education, influence the evaluation of professional competencies of teachers. Teachers who have high academic career and degree have high competencies for leadership but have low competencies for understanding children. It suggests that initial teacher education should be especially intended to develop the latter competencies. 2. Changing of professional competencies is the index of professional growth. Administrative and educational competencies develop age by age except teaching ones. Contrary to Japan, the growth of educational competencies is high and the growth of leadership is low for in-service education and research of teaching and for teachers group activation not only in ordinary teachers but also in principals. It suggests that school-based in-service education is not so developed by the influence of institution in-service education and of individualism in society, 3. Many teachers have developed competencies for teaching and educational activities but a few teachers have developed for administrative activities. Competencies for interaction with children are generally developed in practical field in school, while competencies for research of teaching and for application of new knowledge and technology developed in in-service education institutions. 4. Teachers need to develop competencies for counselling teachers one another and for planification of in-service education and research of teaching owing to lack of them, generally in in-service education institutions, contrary to Japan.
