DE LA FORMATION INITIALE À LA FORMATION CONTINUE. QUEL IMPACT SUR L’EFFICACITÉ DES PRATIQUES DES ENSEIGNANTS DU PRIMAIRE ?

Abstract

Many educated people are now using the "new" information and communication technologies, are practicing some form of self-study, and are gradually releasing themselves. Defining training definitively in rigid models and procedures, or limiting it to the current mode of intervention, is to condemn it from the start and irreparably to failure, and consequently to neglect the requirements and imperatives of an action adapted to a diversity of profiles. The latter have not benefited from a real initial training closely related to their future mission characterized by diversity and complexity. From the outset and on the basis of this observation, it is questionable whether continuing education, sometimes offered sometimes imposed but almost never negotiated, is not the victim of a misfortune from the start.