The preparation of primary school teachers in France since World War II.

This thesis explores the background to, and the development of, France's primary teacher preparation institutions in the period from 1946 to 1975. The study begins with an analysis of the traditional and the current attitudes of the French to the nation's primary schools and to those who teach in them (the instituteurs). A brief survey of the history of French primary education follows, with an indication of the importance of the training colleges (the ecoles normales) in this development. The growth of the ecoles normales is traced from their first establishment in the early years of the nineteenth century to the basic laws regulating their organisation, voted in the 1880's, and up to the period following their reestablishment after World War II. The first main section of the thesis then examines in detail the patterns of organisation of these institutions as they were in the period of more than twenty years from 1946 to the Student Revolution in May 1968. The extreme stability of their structure, despite very great changes in many other areas of education in France, is considered, and the gradually increasing stresses affecting this stability are outlined. The problems posed by the need to employ ever increasing numbers of uncertificated teachers (the remplacants), and the efforts made to provide for their effective training, are described. There follows an attempt to define the underlying factors which were in due course to lead to the radical reformation of the traditional patterns of primary teacher preparation. Some of these factors date from the early years of the twentieth century, but it was only in the mid- 1960's that they were considered carefully and developed into a coherent policy for change, largely at two important educational congresses, in Caen and Amiens, in 1966 and 1968. Some important experimental work in the ecoles normales themselves at this time is also outlined. The Student Revolution of May 1968 is considered as the catalyst for major changes which occurred from that year onwards. These changes are set out in great detail, with specific reference to the exact way in which each came about. The age of entry, the length and nature of the courses offered, and the patterns of organisation within the colleges all underwent considerable modification in a very short period of time. The importance of in-service education for primary teachers was recognised and an effective structure for its provision was developed. A specific training course for lecturers was also set: up. An attempt is made in this section of the thesis to analyse the nature of the social and economic background of the students following these developments: this is based in large part on a survey conducted by the writer in a number of the ecoles normales in 1975. The thesis concludes with a brief account of some characteristic ecoles normales and with a summary of some aspects of the patterns of primary teacher preparation in France which seem likely to undergo further reform in the immediate future.