Abstract EN:

The obsolete pedagogical tradition of training colleges has been emphasised by the creation of the iufms. During the two years of transition from one structure to the next the two models of differenciarton have coexisted. The present research, of ethnographical character, is an attempt at defining the main characteristics of curriculum differenciation that belonged to the training colleges and of 'tutorat', a tutorial practice proper to the iufms. It will point to the changes that suh practice represents for the trainee. The research, started in an atmosphere of agitation saw a gradual normalisation taking place and the emergence of a number of misunderstandings: the trainees' expectations of professional training do not meet the views of the trainers; likewise, they experience differenciation in a way which differs from that offered by the institution for it is not directly transferable to the classroom. In reality, both types of institutions present more than one model of differenciation. For trainees from former training colleges leaning their job meant acquiring immediately transferable skills without the need of theory and consequently creating an 'underground' network of models. The new trainees in the iufms like both theory and practice although they do not make the link and wish for their professionalim to establish itself through action. The practice of 'tutorat' consisting in support for practice analysis and the writing of a professional dissertation develops their capacity for self analysis and distanciation. It inscribes their training in a tinie perspective and skilfully leads them through delayed problem- solving to build their own links between theory and practice. This activity, as it is framed within technical poles, tends to develop the trainee's skills to become a reflexive semi- professional as well as bring back to the training centre an important and original part of differenciation on which practice wil be defined. .