The spaces and times of primary teacher education: A study of the training experience

This contribution focuses on the issue of professionalization and universitarization in the context of primary teacher education. Based on a survey carried out on 761 students studying for a Master MEEF 1st degree in an INSPÉ, a teacher education institute, this paper explores the perception of the learning outcomes attributed to their training periods. The results show that there is a conflict of legitimacy between the different spaces and times of teacher education in favor of those of training periods. The resulting tensions shed light on the professionalization process in terms of representations and an applicationism that impedes the process of change. It is not self-evident how the different spaces and times of teacher education should be linked. However, by placing greater emphasis on the relationship between universitarization and professionalization, teacher education could contain tensions and build more coherent links of meaning as a whole.