This study explores the structure of French teachers’ educational beliefs. First, instruments to measure these beliefs are adapted and developed. Data is collected through focus group discussions and an online survey (n = 302). Factor analyses reveal a three-factor structure to measure teachers’ general beliefs about teaching and learning: ‘beliefs about student regulation of learning processes and knowledge construction’, ‘beliefs about teacher regulation of learning processes’, and ‘beliefs about knowledge reproduction’. Furthermore, a two-factor structure to measure teachers’ subject-specific beliefs about French language teaching is found: ‘traditional beliefs about French language teaching’ and ‘constructivist beliefs about French language teaching’. Second, this study explores the relationships between and within teachers’ general beliefs about teaching and learning and their subject-specific beliefs about French language teaching. Results show two distinct and independent belief structures: a traditional and a constructivist belief structure. Via cluster analyses, two clusters of teachers are found whose beliefs are consistent with these belief structures.

这项研究探索了法国教师教育信念的结构。首先，调整和发展了衡量这些信念的工具。通过焦点小组讨论和在线调查收集数据（n= 302）。因子分析揭示了一个三因子结构，用于衡量教师对教学的总体信念：“关于学生对学习过程和知识结构的调节的信念”，“关于教师对学习过程的调节的信念”和“关于知识再现的信念”。此外，发现了衡量教师对法语教学的特定学科信念的两因素结构：“关于法语教学的传统信念”和“关于法语教学的建构主义信念”。其次，本研究探讨了教师关于教学的一般信念与他们对法语教学的特定主题信念之间和内部的关系。结果显示出两种截然不同且独立的信念结构：传统的和建构主义的信念结构。