French primary teachers in the last decades: their ‘professionalization process’ and social identity problems

In the last quarter of the twentieth century, the “universitarization” of the French primary teachers (“instituteurs”) training triggered a profound change in their professional identity, which has been widely described and analyzed by the literature (Peyronie, 1998, Geay, 1999, Lang, 1999). Insofar...

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Autor principal: Andre Robert
Formato: Trabajo revisado (Peer-reviewed)
Lenguaje:Inglés
Publicado: Conferencia Internacional Permanente sobre Historia de la Educación 2017
Acceso en línea:http://eventosacademicos.filo.uba.ar/index.php/ische/39ische/paper/view/726
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=ische&d=726_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
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spelling I28-R145-726_oai2025-11-03 Andre Robert 2017-07-16 15:59:32 In the last quarter of the twentieth century, the “universitarization” of the French primary teachers (“instituteurs”) training triggered a profound change in their professional identity, which has been widely described and analyzed by the literature (Peyronie, 1998, Geay, 1999, Lang, 1999). Insofar as, from a sociological point of view, the notion of professionalization process calls for comparisons between an earlier state and a present state of a profession in terms of actual status and symbolic recognition between the profession itself and the neighbor and / or rival professions, one can first emphasize the gains of professionalization obtained in a few decades by the "instituteurs". However, each process positively evaluated resulting in less favorable results, it is possible to identify elements in the direction of a certain deprofessionalization understood from the same sociological perspective (Isambert-Jamati, Tanguy, 1990, Maroy, 2006). Indeed, during the last two decades, the managerial turn and the rise of accountability have strongly affected the professional autonomy of teachers. Some statistical enquiries and interviews we have driven show this tendency to a form of deprofessionalization. http://eventosacademicos.filo.uba.ar/index.php/ische/39ische/paper/view/726 en Conferencia Internacional Permanente sobre Historia de la Educación Los autores que envíen algún trabajo a la conferencia están de acuerdo con los siguientes términos:<br/> <strong>a)</strong>&nbsp; Los autores retienen el copyright de sus trabajos, y autorizar a la organización de la conferencia a que sus trabajos se publiquen con la licencia <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons de Reconocimiento</a>, que permite a terceros el libre acceso a los archivos, usar y compartir los trabajos, con el reconocimiento de la autoría y como primer punto de referencia de su presentación, esta conferencia.<br/> <strong>b)</strong>&nbsp;Los autores renuncian a los términos de la licencia CC y en un texto aparte, señalan los términos del acuerdo para la distribución no exclusiva y ulterior publicación de este trabajo (p.e., publicar en una versión revisada en una revista, depositarlo en un repositorio institucional o publicarlo en un libro), con el reconocimiento, como primer punto de referencia de su presentación, esta conferencia.<br/> <strong>c)</strong>&nbsp; Adicionalmente, se recomienda a los autores, a depositar y compartir sus trabajos a través de la web (p.e., en repositorios institucionales o en sus páginas web) bien antes o después de la conferencia. Conferencia Internacional Permanente sobre Historia de la Educación; 39 ISCHE. Educación y emancipación French primary teachers in the last decades: their ‘professionalization process’ and social identity problems Trabajo revisado (Peer-reviewed) https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=ische&d=726_oai
institution Universidad de Buenos Aires
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repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Inglés
orig_language_str_mv en
description In the last quarter of the twentieth century, the “universitarization” of the French primary teachers (“instituteurs”) training triggered a profound change in their professional identity, which has been widely described and analyzed by the literature (Peyronie, 1998, Geay, 1999, Lang, 1999). Insofar as, from a sociological point of view, the notion of professionalization process calls for comparisons between an earlier state and a present state of a profession in terms of actual status and symbolic recognition between the profession itself and the neighbor and / or rival professions, one can first emphasize the gains of professionalization obtained in a few decades by the "instituteurs". However, each process positively evaluated resulting in less favorable results, it is possible to identify elements in the direction of a certain deprofessionalization understood from the same sociological perspective (Isambert-Jamati, Tanguy, 1990, Maroy, 2006). Indeed, during the last two decades, the managerial turn and the rise of accountability have strongly affected the professional autonomy of teachers. Some statistical enquiries and interviews we have driven show this tendency to a form of deprofessionalization.
format Trabajo revisado (Peer-reviewed)
author Andre Robert
spellingShingle Andre Robert
French primary teachers in the last decades: their ‘professionalization process’ and social identity problems
author_facet Andre Robert
author_sort Andre Robert
title French primary teachers in the last decades: their ‘professionalization process’ and social identity problems
title_short French primary teachers in the last decades: their ‘professionalization process’ and social identity problems
title_full French primary teachers in the last decades: their ‘professionalization process’ and social identity problems
title_fullStr French primary teachers in the last decades: their ‘professionalization process’ and social identity problems
title_full_unstemmed French primary teachers in the last decades: their ‘professionalization process’ and social identity problems
title_sort french primary teachers in the last decades: their ‘professionalization process’ and social identity problems
publisher Conferencia Internacional Permanente sobre Historia de la Educación
publishDate 2017
url http://eventosacademicos.filo.uba.ar/index.php/ische/39ische/paper/view/726
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=ische&d=726_oai
work_keys_str_mv AT andrerobert frenchprimaryteachersinthelastdecadestheirprofessionalizationprocessandsocialidentityproblems
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