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Abstract

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.

Item Type:	Thesis - PhD
Authors/Creators:	Hunt, J A(James Athol),1930-
Keywords:	Teachers
Copyright Holders:	The Author
Copyright Information:	Copyright 1977 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).
Additional Information:	Thesis (Ph.D.)--University of Tasmania, 1977. Includes bibliography
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