De la transition discursive entre formation à l'IUFM et prise de fonction : Quelques cas singuliers de professeurs des écoles

Abstract : Since 1991, teachers have been trained in University Training Institutes for Teachers. According to the title of the rapport by Mr. Bancel, rector of educational district, the aim was to "go on a new drive for the training teachers", by outlining the building of such a profession through its skills and knowledges. Changing the status and the training of young teachers is a part of a process allowing them to see their work as a profession in itself. Trying to understand as clearly as possible the issue, our work questions and analyses what some young school teachers think about their peculiar experiences led between the second training year and the first year they took up their duties, and the way they see the building of their profession. One's relationship to the world, when experiencing a training period, is seen both in its complexity and subjectivity. Even when acting in a social environment that he is trying to make its own and on which he is attempting to have an impact, one remains the bearer of representations, ideas, values, needs and affects overwhelming him both during the learning process of his training period and in the way he tried to act professionally. Either asking questions about oneself, projecting oneself, identifying oneself, groping, developing tactics and strategies of appropriation, manipulating and conciliating strained logics or waving reflexive attitudes, the variety of behaviors one a dots during training period is at the heart of the peculiar and subjective building of one's profession.
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Bernard Wentzel. De la transition discursive entre formation à l'IUFM et prise de fonction : Quelques cas singuliers de professeurs des écoles. Education. Université Nancy 2, 2004. Français. ⟨NNT : 2004NAN21015⟩. ⟨tel-01776533⟩

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