The school, considered as a microsociety, is not a reflex of sociatybut by its very nature, is an organisation in constant change in accord with the advence-ments and requirements of society. It is also a palce where initiation to coopera-tive behavior and the democratie way of life occurs.
  The challenge facing schools today is the development of a pedagogy capable of successfully educating all students independently of their cognitive, linguistic and socio-cultural differences as well as the promotion skills for a thinking, active, critical and cooperative citizen ; the new learning paradigm is self-learning where students are taught to learn, so that they may adapt to the cons-tant mutations in society ; Underlying this new educational paradigm, there is a change at the learning level requiring that learning be active, meaningful and interiorized.
  This being the case, the school has an increasingly predominant role in student preparation and it is necessary that it becomes aware of the fact that the role of the teacher is increasingly more demanding in view of increased responsapon-sabilities. The adoption of this new paradigm requires therefore fundamental changes in teacher training.
  This presentation addresses, in a critical but constructive way, the need for iso-morphism between teacher training and pedagoical practice, englobing as well a homology between school work processes and societal processes of knowledge construction in the various fields of know-how, organization, management and cooperative evaluation.