Les paradoxes de l'injonction au changement [Texte imprimé] : la formation continue des instituteurs de l'enseignement public, dans le département du Rhône, de 1969 à 1988 / Marie-Claude Mourier Lacrosaz ; sous la direction de Philippe Meirieu, Thèse imprimée
Language: français ; of summary, français ; of summary, anglais.Publication : [S.l.] : [s.n.], 1992Description: 1 vol. (482 f.) ; 30 cmClassification: 0542 ; 0545 ; 0541 ; 0543 ; 370Abstract: La recherche porte sur la formation continue des instituteurs, consideree du point de vue de sa mise en oeuvre institutionnelle. les textes officiels sont articules autour de l'idee de changement. mais le systeme de formation continue est un systeme au fonctionnement bureaucratique et a forte inertie. deux logiques de formation s'opposent tout au long de la periode etudiee : une formation pilotee depuis le sommet de l'edifice, adaptative et conformatrice ; une demarche de type formation-action qui repond prioritairement aux besoins des personnes ou des etablissements. une typologie de cinq modeles de formation a ete etablie. l'histoire de ces modeles a ete etudiee, de 1969 a 1988, dans le departement du rhone. elle fait apparaitre la dominance des modeles restauratifs sur les modeles mutationnels. cependant, a la fin de la periode etudiee, deux modeles mutationnels commencent a disseminer hors de leurs spheres d'origine qui sont l'ecole maternelle et les zones d'education prioritaires. pourront-ils s'affermir et prevaloir sur le modele restauratif dominant, ou celui-ci sera-t-il remplace par un nouveau modele qui viendrait, a son tour, renforce les pesanteurs du systeme ?; This research concerns the "on the job" training of primary school teachers considered from the point of view of the way it is carried out within the structure. The official texts are built around the idea of change but the system of "on the job" training has a bureaucratic functioning with all the inertia which that implies. Two distinct and opposite training philosophies were noted during the period under study : one driven from the top, aiming at adapting and conforming the trainee and one of the action-training type whose priority is to respond to the needs of educational establishments or personnel. A typology of five training patterns was established. Their history was studied between 1969 and 1988 in the Rhône region of france. It made clear the dominance of the first mentionned patterns on the transformative patterns. However, by the end of the studied period, two transformative patterns began to spread out from their original spheres, which were nursary schools and zep (areas of education requiring urgent remedial educational programmes). Will they manage to root themserves strongly enough to prevail over the dominant restoring pattern, or will this be replaced by an ew pattern which.Thesis: .Subject - Topical Name: Professeurs des écoles -- Formation -- France -- Rhône (France) -- 1970- Thèses et écrits académiques Subject: SC. DE L'EDUCATION : EDUCATEURS, FORMATION DES MAITRES PEDAGOGIE, METHODES EDUCATIVES POLITIQUES EDUCATIVES, PLANIFICATION SOCIOLOGIE DE L'EDUCATION | FORMATION CONTINUE INSTITUTEUR FRANCE. RHONE FORMATION-ACTION ZONE D'EDUCATION PRIORITAIRE ECOLE MATERNELLE FORMATION DES ENSEIGNANTS STAGE| Item type | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Prêt normal | BU Chevreul Magasin | Education | Ch 9453 (Browse shelf (Opens below)) | Available | 0377477072 |
Publication autorisée par le jury
Thèse de doctorat Sciences de l'éducation Lyon 2 1992
La recherche porte sur la formation continue des instituteurs, consideree du point de vue de sa mise en oeuvre institutionnelle. les textes officiels sont articules autour de l'idee de changement. mais le systeme de formation continue est un systeme au fonctionnement bureaucratique et a forte inertie. deux logiques de formation s'opposent tout au long de la periode etudiee : une formation pilotee depuis le sommet de l'edifice, adaptative et conformatrice ; une demarche de type formation-action qui repond prioritairement aux besoins des personnes ou des etablissements. une typologie de cinq modeles de formation a ete etablie. l'histoire de ces modeles a ete etudiee, de 1969 a 1988, dans le departement du rhone. elle fait apparaitre la dominance des modeles restauratifs sur les modeles mutationnels. cependant, a la fin de la periode etudiee, deux modeles mutationnels commencent a disseminer hors de leurs spheres d'origine qui sont l'ecole maternelle et les zones d'education prioritaires. pourront-ils s'affermir et prevaloir sur le modele restauratif dominant, ou celui-ci sera-t-il remplace par un nouveau modele qui viendrait, a son tour, renforce les pesanteurs du systeme ?
This research concerns the "on the job" training of primary school teachers considered from the point of view of the way it is carried out within the structure. The official texts are built around the idea of change but the system of "on the job" training has a bureaucratic functioning with all the inertia which that implies. Two distinct and opposite training philosophies were noted during the period under study : one driven from the top, aiming at adapting and conforming the trainee and one of the action-training type whose priority is to respond to the needs of educational establishments or personnel. A typology of five training patterns was established. Their history was studied between 1969 and 1988 in the Rhône region of france. It made clear the dominance of the first mentionned patterns on the transformative patterns. However, by the end of the studied period, two transformative patterns began to spread out from their original spheres, which were nursary schools and zep (areas of education requiring urgent remedial educational programmes). Will they manage to root themserves strongly enough to prevail over the dominant restoring pattern, or will this be replaced by an ew pattern which
