Resumo

HAMEL, Thérèse  e  LAROCQUE, Marie-Josée. Legitimação e “Universitarização” da formação de professores em Quebeque: surgimento de uma cultura da pesquisa. Est. Aval. Educ. [online]. 2004, vol.15, n.30, pp.107-130. ISSN 0103-6831.

This article sets out the preliminary findings of a study on the emergence of a research culture in the field of teacher training, focusing specifically on the case of Laval University in Quebec (Canada). The authors first define some concepts and discuss the period when teacher training in normal schools was highly rudimentary, then focus mainly on the three types of university institutions at the time (higher normal school, school of education and faculty of education). Based on a number of indicators, they determine how this research culture found a place for itself in, among other things, the universitarisation of teacher training. In the second part, the authors highlight some periods of disruption which reveal that a fledgling research culture appeared before 1955, truly emerging between 1955 and 1969, and gaining a dominant place and true legitimacy after 1969. The authors conclude by outlining the issues raised by this change in the institutional culture and argue that the emergence of a research culture in Quebec and elsewhere has changed the traditions and marked the transitions in the development of education and teacher training.

Palavras-chave : Universitarisation; Teacher Training; Research Culture.

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