ABSTRACT
In this paper, we propose a bibliographic study of the characteristics of the teaching profession in France, related to teacher education policies and the ways beginners enter the profession. We discuss the specificities of the French context, particularly with regard to its constitution and the close relationship between school and democratization, both from a pedagogical and political point of view, in order to better examine how these specifici ties interferes in the composition of teachers as a social group, training and recruitment. Different configurations of teacher education seem to reflect the various configurations of the education system itself and in a game of transformations and continuities, the current teacher education is explained partially by previous institutional arrangements. It appears that, despite the unification of the system, under the banner of the National Education, the teaching body appears to be less unified from a sociological point of view, with variations related to both the level of education and the context of the exercise of the profession.
Keywords:
Educational policy; Teacher education; Teaching; Democratization