Dissertations / Theses on the topic 'Identité professionnelle – Enseignants'
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Diagne, Baba Dièye. "Etude du développement professionnel des enseignants de fabrication mécanique au Sénégal." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0400.
Full textOur work focuses on the professional development of teachers of mechanical manufacturing in Senegal. This study is analyzed from the dual point of view of the professional identity of teachers and their activity in teaching / learning situations. Our theoretical framework articulates professional identity and professional didactics. As a first step, our analytical framework is the statistical characterization of teacher identification profiles based on the indicators collected in the literature review. Secondly, we refer to the professional knowledge inferred from the action plans in the organization of the teachers' activity. For this double analysis, we have developed a method to research, approach and answer a questionnaire, the representation of teachers on their profession and the following, to elucidate the patterns mobilized in their activity. In the operating invariants of the patterns mobilized in their activity, we have identified the professional knowledge of the teachers involved. The crossing of these two analytical frameworks allows us to see the influence of the professional teaching sign on the development of their skills
Ardouin, Thierry. "Identité professionnelle des enseignants de l'apprentissage : essai de typologie." Paris 8, 1994. http://www.theses.fr/1994PA080931.
Full textThis thesis focusses on teachers in training schools, the very operational actors in this educational system and the analysis of professional situations as an indication of the construction of professional identities. The introduction sets down our problem and field of investigation which in a psychosocial and socio-educational approach shows the actors' performances confronted to the evolution of their job environment. The first part deals with the elements of the evolution of apprenticeship, the alternating educational system and the different approach of the identity concept. The second part is the methodological construction of the research. Finally the two parts show the results on the situation and the teachers' professional identity in training schools and a typology of their identity construction towards the alternating educational system
Royer, Séréna. "La première année d'insertion professionnelle des nouveaux enseignants du secondaire: comment se poursuit la construction de l'identité enseignante?" Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9456.
Full textMalet, Régis. "Formation, identité et raison narrative : contribution à une phénoménologie du sujet en formation à partir d'une étude auprès d'enseignants-débutants britanniques et français." Tours, 1997. http://www.theses.fr/1997TOUR2018.
Full textThe concept of identity, as necessary and fruitful as it may appear today to comprehend the formation of the subject, is yet rarely put at the heart of the educative thought. Its wide-ranging use and its static connotation have probably something to do with this. Nevertheless, an anthropological investigation of identity may reverse this perspective. What does identity teach us about a subject who never ceases to become him/herself? This study discovers the potentialities of a questioning of these two notions, identity and formation, whose link is clarified through an in-depth return to the hermeneutic and phenomenological thought. Far from being divided, the concepts are discussed in order to understand what educating and becoming oneself mean. How can the identity of an i in formation be thought? Giving a central status to the recurrent link between the sensitive experience -the inscription of the subject within a world and a space- and the narrative experience -its emergence within the language- this confrontation engenders a model of understanding of the subject formation based on a renewed contact to the world, the others and oneself. How can the poles of this ternary combine within the life of the subject ? The author explores this question of identity formation on the field of teachers' education and in a comparative french-british perspective. Anchored in a cultural world, between inheritance and project, how do the becoming subjects build up meaning and identity in a combination of its social, cultural and personal elements?
Bouchard, Pascal. "L'être enseignant : analyse de la situation morale des enseignants du second degré dans l'institution scolaire aujourd'hui." Lyon 2, 1994. http://www.theses.fr/1994LYO20039.
Full textUniversitary courses. But, when they practice, they face children whose connection with knowledge is quite different than the one they have had in university. So they are in a permanent tension, which is the main characteristic of the teachers' condition. That definites ontologically teacher's being. This tension may have negative effects when one of both terms is forgotten. That appears in corporative discourses from traditionnal school defenders. The production of positive effects comes through great efforts in order to rationalize, as if teachers needed excuses to be generous in teaching. It also comes through a great deal of universitary references, as if they allways needed remembrance of their legitimacy origines. When a teacher cannot manage the contradiction between university knowledge and school knowledge, he must accept the idea that knowledge is composite ; pupils become partners in the knowledge production instead of being teacher's knowledge receivers. Teacher's stress at holding both terms is nearly impossible to bear. To find a new balance, one should have a personal reflexion which needs a new vocabulary. Instead of transmission, one should speak about knowledge sharing
Barry, Ibrahima. "La formation des enseignants du secondaire en Guinée : représentations, attitudes, identité professionnelle." Paris 10, 1996. http://www.theses.fr/1996PA100078.
Full textIn this dissertation, I looked into the hypothesis that teachers representations and attitudes vary according to the natural regions, and that teaching profession seems to be most highly valued by those who are from the forest region. This, I argued, is due to ethnological, economic and religions specificities. In chapters dealing with subject perception, with pedagogical relationships and with conceptions of professional identity, I analyzed the aspirations, anxieties, frustrations and expectations of the teaching population. I pointed out the difference between, on the one hand the students who are assigned to the teaching profession often in spite of their desire, and who experience this forced assignment as a disappointment or even as a downfall compared to their original desire, and on the other hand the "recycles" (in-service trainees), former primary school teachers, who consider further training in maneah institute as a promotion and as an acknowledgement of their legitimacy. The last two chapters examine the possibility of making teaching materials and aids from locally available means; this would enable teachers to make their teaching more concrete
Bergeron, Jacqueline. "Identité professionnelle-professionnalité-formation : le cas des instituteurs d'IME : 1994-1998." Bordeaux 2, 1999. http://www.theses.fr/1999BOR21012.
Full textPouchain, Avril Claude. "Logiques organisationnelles et dynamiques individuelles : essai d'analyse des enjeux identitaires en formation (cas de l’académie de Lille et des enseignants de collège)." Paris, CNAM, 1995. http://www.theses.fr/1995CNAM0228.
Full textBased on the hypothesis the in-service training is the result of an identitary nature negociation between an organisatio and its staff, the subject of this thesis is to prepare the analysis of the negaciation thanks to a better knowledge of existing relationships, on one side, between organisational logics and training politics, on the other side, between individual dynamics and relationships with the education (mainly in-service training) with the identity concept through the different notions of "identitary assignment" and "identitary dynamic" in the middle of the thought. To attemp and work out this analysis, two types of tools have been elaborated : 1) a first grid, connecting organisational politics, the method to motivate human resources, with what is happening in the range of trining. 2) a second grid, connecting the itinerary dynamics, their relationships with social identity, to the professional identity with the one they keep up with training. These tools, clase to those used in contexts of firms, have been activated within the limits of a device of in-service training in an academy of the department of education and of a population techning in secondary school. Two types of results have been extracted : 1) the influence that the focalization of the organisation plays cither on its users, or on its techning-product, or in staff concerning the methods and the content on the training. 2) the interest, after any other works on different categories of salaried employees, to differentiate four sorts of dynamics associated with four types of relationships wi training. These tools and results might be useful for the diverse protagonists of training, for the decision-makers and persons in charge of creating the scheme of training, for the formatives and headmasters, with the idea of a better
Zimmermann, Philippe. "Analyse du façonnage de l'identité professionnelle des enseignants d'école primaire en formation initiale." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00865028.
Full textGermier, Christian. "Développement et changement : le développement professionnel collectif des enseignants face aux réformes dans les lycées agricoles publics." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20065/document.
Full textNowadays, the collective dimension of teaching constitutes an important issue of the educative reforms. This ethnographic study deals with the links between development and change. We consider the teachers’ collective work as a result of interactions between professional development and institutional change. Referring to the hypothesis of the emergence of teachers’ collectives as new actors in the educative systems, we attribute to them the capacity to develop themselves professionally through the contact with reforms. Leaning on the research works about professional development on one hand, and about the teachers’ collective work, on the other hand, we build a complex model of collective professional development (CPD) that we submit to the fieldwork in the framework of the implementation of individualization devices in the French public agricultural colleges. The results of this work show that the process of CPD depends on the nature of the change (form, level, intensity), on the professional, organizational and institutional situation and on the characteristics (knowledge and identity) of the members of the collective. Indeed, an especially unclear text prescribing new forms of intervention to the pupils (accompanying versus teaching, individual versus group) requires the construction of strategies for a local and adapted implementation. These strategies are built on the basis of experiential and new knowledge and must be “admissible” at the professional identity. Thus, the four groups we studied had different reactions faced with the change, amending thereby the model which is proposed
Zakaria, Houssen. "Faire la classe à l'école élémentaire : les déterminants sociaux de la pratique enseignante." Paris, EHESS, 2009. http://www.theses.fr/2009EHES0109.
Full textThe leading question of this thesis is : why teachers in primary schools teach the way they do? More precisely: how can their practices be sociologically described? Those questions are examined through a socio-historic approach of the teaching function in primary school. Principles structuring teaching practices can indeed be caught by describing the organisation of teaching, the historical evolution of the teaching profession and its relation to norms in the profession and vocational training. The understanding of these principles is based on methodical observation of actual practices and on the representations of their own practices by teachers. Confrontation of observed practices and views expressed on practices during interviews is at the centre of this research
Delcroix, Céline. "Professeur-e-s des écoles : carrières et promotions. Les identités professionnelles sexuées des enseignant-e-s du premier degré." Thesis, Paris 10, 2009. http://www.theses.fr/2009PA100109/document.
Full textIn our societies, each individual is categorized as woman or man. We use this difference of nature in order to culturally and socially build the visible differences between the genders. That is why, the own models’ transfer to the construction of identity has a key part in the perception of the sexual identity of each individual. Otherwise, the issue concerning the occupation of the positions in the « Education Nationale », in relation with the social and professional characteristics of women and men and with the definition of the roles and tasks according to the gender, has been slightly studied by the sociologists. On the basis of questionnaires and interviews of some school teachers and referencing to their career, to their choices related to it and to the promotions that they have had or considered, the target of this research is to deal with the appropriation or the refusal of the sex standards in the construction of the school teachers’ identity. And how these « feminine » and « masculine » models guide their professional path. It is a matter, in particular, of carrying the thought on the perception of the gender standards to the school teachers and showing their thought lightening their sexed professional standing compared with the gender’s socialization.Therefore, ask about the sexed professional school teachers’ identity issue, involves to examine, in a first place, the access path to the profession in order to understand how proceeds the profession’s apprehension and what is the function of the gender’s identity in the appropriation and the execution of the profession, and in a second place, how this professional identity evolves considering the contemplated careers and the possible promotions
Dhahri, Mohamed Noureddine. "Impact de la formation continuée sur les représentations liées au métier d'enseignant : apport des savoirs théoriques aux savoirs professionnels, transformation des pratiques et des identités professionnelles (le cas de la formation à l'ISEFC en Tunisie)." Nantes, 2005. http://www.theses.fr/2005NANT3037.
Full textRámila, Díaz Noemi. "L’identité professionnelle des enseignants d’espagnol langue étrangère pour adultes en France et en Espagne : état des lieux." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100051.
Full textThe objective of this thesis is to analyse the professional identity of teachers of Spanish as a foreign language in two European countries: France and Spain. In spite of the development of English, the most studied language in the world, Spanish is growing at a rapid pace. However, although teachers are the most important element in language teaching, research does not seem to be interested in the analysis of their professional and socioeconomic circumstances and the role of emotions in the workplace. Indeed, the teachers of Spanish face multiple challenges, not only in France where Spanish competes with English, but also in Spain, where the national language has become a new source of income. How is it possible then, to offer a quality teaching when the heart of teaching remains unclear? This thesis offers the analysis of 76 interviews to teachers of Spanish and 329 responses of an online questionnaire
El objetivo de esta tesis es el análisis de la identidad profesional de los profesores de español lengua extranjera (ELE) en dos países europeos: Francia y España. A pesar del gran desarrollo del inglés, que se ha convertido en la lengua más estudiada del mundo, el español está creciendo en todo el mundo. Sin embargo, aunque que los profesores son el elemento principal en la enseñanza de idiomas, las investigaciones parecen no interesarse en sus condiciones socio-económicas ni en su relación emocional con el trabajo. Ciertamente, los profesores de ELE están expuestos a múltiples desafíos, no sólo en Francia, donde la lengua española compite en la escuela con el inglés, sino también en España, donde la lengua nacional se ha convertido en una fuente de ingresos. Con base a estos datos, nos preguntamos: ¿cómo es posible ofrecer una enseñanza de ELE de calidad, cuando no se conoce el “corazón” de la enseñanza? Esta tesis ofrece el análisis de las entrevistas realizadas a 76 profesores de ELE, así como de las 329 respuestas obtenidas a un cuestionario en línea
Ferone, Georges. "Le travail collaboratif, les nouvelles technologies et les activités d'écriture et de construction des connaissances dans la formation des enseignants." Paris 8, 2006. http://www.theses.fr/2006PA082656.
Full textICT has become impossible to circumvent in teacher training. The objective of this study is to evaluate the effects of communication in networks of teachers in initial teacher training, on the construction of their professional identity and to identify the conditions for the success of integration of these tools. The study relates to the electronic activity of seven groups of professors in training schools. It shows the incompatibility of distance learning with the training of teachers. On the other hand, having a means of access to a shared electronic system for the exchange of ideas and experiences, fosters the adjustment of group members to the challenges of their teaching role. Dialogue in this space is open, and encourages representation and sharing of individual experiences and contexts. This raises consciousness both of professionalism and of strategies for its successful practice. The value of such communities of practice, is argued
Dozolme, Sylvie. "Les enseignants débutants du second degré issus du monde de l’entreprise." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20016.
Full textThis thesis describes the employability of secondary school trainee teachers who already have professional experience outside of the educational system. It traces the experiences, feelings, activities of these teachers during their year of internship and tries to identify the effects of their previous professional experience on their perception of teaching methods and on their classroom work. The study was conducted in order to understand their previous career (typical or atypical), their motivation, the initiating that led to their professional bifurcation, their difficulties and expectations towards the system... but also in their first year into the teaching profession: the former professional skills once again mobilized, their professional expectations, their grieving over losses, their suitability or not to this new job... and the professional identity related challenges that this bifurcation has generated. A cohort initially comprised of 20 teachers probationers in the region of Clermont-Ferrand, was followed during the school year 2011/2012. The diversity of the subjects taught, coupled with the plurality of educational places contributes to the richness of the materials gathered, but also limits the generalization attempts from the studied monographs. The collection of data was carried out in several phases: a) individual interviews helped to understand better the professional route of the teacher, reconstructed from a chronological point of view, leading to his second job; b) one or two audiovisual recordings of the teacher interacting with his students; c) one or two self-confrontation conversations based on these recordings; d) in parallel, each beginner had to write a professional diary in which he could express his feelings during the week; e) a year-end balance sheet made by volunteering teachers of the study with their feedback on what they considered salient events. The main results of the thesis have shown: a) the identity tensions experienced by these new teachers; b) the existence of course typicalities leading to re-professionalisation process; c) the presence of hysteresis phenomena or on the contrary the rejection of former professional practices; d) the calling for professional acts inherited from their past job experience. In the end, our research focuses on the similarities and differences in entering the teaching profession between the members of our cohort and the beginners (described in the literature) who have followed a regular curriculum, that is, ie directly from the university. This work may help provide potential assistance to trainers to better understand the tensions and identity transformations that these "new second career teachers" coming from the private sector live through and help them adapt to their new profession
Fischer, Gilles. "Une approche activité de l’identité professionnelle enseignante à l’aune du développement du numérique à l’école : l’exemple de l’impact du dispositif «Lycée 4.0»." Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAG003.
Full textThe calls to develop digital technology in schools are strong (Assude et al., 2010). They are justified by added educational value (Youssef and Audran, 2019) while the latter is not currently demonstrated (Fluckiger, 2020). Launched in 2017, in the Grand Est Region, the “Lycée 4.0” system is presented as a tool aimed at making digital technology a real tool of knowledge and modernity.This thesis aims to understand the acted professional identity of teachers in this context. Teaching activity is approached as being a subjective and social activity (Vygotsky, 1978). Carrying meaning, it is shaped in a space saturated with prescriptions (Flavier, 2016). The meaning given to the activity gives us keys to understanding professional identity.A longitudinal data collection system was set up. The results show that teachers renormalize the prescription to use digital technology and differentiate their activity. This injunction is a source of identity tensions. However, apart from during educational continuity, teachers claim stability in the foundations of the profession
Burban, François. "Musiciens ou enseignants ? : l'authenticité musicienne à l'épreuve de la formation et de l'expérience." Phd thesis, Université de Nantes, 2007. http://tel.archives-ouvertes.fr/tel-00343159.
Full textCrouzillas, Gaëtan. "Savoirs et rapport au savoir des enseignants d’éducation physique et sportive : données cliniques sur la construction d’une identité professionnelle." Nancy 1, 2006. http://docnum.univ-lorraine.fr/public/SCD_T_2006_0190_CROUZILLAS.pdf.
Full textWhat do teachers impart to pupils in P. E. ? The answer to this question is not an easy one if we take into account the fact that teaching does not merely consist in enforcing the official instructions issued by the French bulletin on the subject. Pragmatic experience of imparting knowledge and teachers’ contact with their pupils put to the test the illusion which consists in believing that a knowledge-based job is the ultimate solution for our institution. Beyond knowledge, the individual’s relation to knowledge, which we define together with J. Beillerot (1989) as the “process by which a subject, on the basis of acquired learning, produces new singular knowledge that enables them to think, transform and feel the natural and social world”, gives us food for thought as regards the fundamental link between the subject with the Other and with their desire. This process partly influences the teachers’ construction of their teaching methods towards a freedom they take upon themselves. The clinical point of view shows that the research worker’s position is not external to the knowledge they work on. Thus, their involvement in research, which puts forward the existence and effects produced by the subconscious, is a condition to an epistemological adventure. Lacan’s teaching reveals in particular that knowledge is full of gaps, that there is ‘non-knowledge’. Studying teachers’ relation to knowledge thanks to interviews shows how this dialectic between knowledge and non-knowledge works for each teacher and how they use their imagination to build up solutions, sometimes between crisis periods and traumatic experiences, and find ways to rearrange their psychic space to overcome this feeling of unease
Daguzon, Marc. "L'influence de la prescription sur le développement professionnel des professeurs des écoles débutants." Phd thesis, Université Blaise Pascal - Clermont-Ferrand II, 2010. http://tel.archives-ouvertes.fr/tel-00660841.
Full textCardot, Jean-Pierre. "Formateurs d'enseignants et éducation à la santé : analyse des représentations et identité professionnelle." Thesis, Clermont-Ferrand 2, 2011. http://www.theses.fr/2011CLF20010/document.
Full textWe have attempted to identify the models of health and health education underlying the conceptions of teacher educators, and the obstacles and grounds for implementing training in health education, as were seen by the trainers. We also determined the characteristics and constants of ideal practice of training health education so as to propose a modelling tool that can be used for the training of teacher educators.Our approach was developed in two stages. We first interviewed 138 IUFM teacher educators by telephone using a questionnaire and teacher training curricula to establish an inventory of teacher training practices. In a second step, we conducted a qualitative analysis by interviewing 16 teachers, by telephone, during structured interviews, which we then fully transcribed and analyzed using the method of content analysis.The results of the qualitative analysis show that the interviewed teacher educators have a holistic approach to health and health education, focusing on the individual, and which has a positive impact on the implementation of actions for health education training. We also found that all the teacher educators interviewed had adopted health education as part of their professional activity: they feel at least partially competent in health education, and consider it to be a part of their mission. Moreover, most of the interviewed teacher educators showed practices in health education (both ideals of practices and reported personal practices) deriving from either an applicationist model, focusing on conceptual learning, or from a didactic model, focusing on the implementation of projects. The model holistic, focusing on the global approach to human health, was very marginal and not part of teacher educator’s perceptions of their role in training future teachers. The lack of training for the teacher educators was thus found to be the main obstacle in developing effective health education, leading us to developed tools and make proposals for the training of teacher educators
Maleyrot, Eric. "Evolution de la fonction et de l'identité professionnelle des maîtres formateurs de l'enseignement du premier degré." Nantes, 2012. http://www.theses.fr/2012NANT3039.
Full textTo adapt the school system to economic, cultural and social changing, new modes of regulation in education and training policies are implemented. The teachers in France, as in other developed countries, are confronted with a series of reforms. The reform of initial teacher training in 2010, called the teachers’ “masterisation” is one of the last events marking these institutional transformations. This research focuses on the changes in the function and professional identity of French first degree mentor teachers. These professionals, hardly studied these last two decades, have the particularity to perform a dual function. These school teachers are in charge of a pupils’ class in primary school and have also a mission as trainer in initial teacher training. Based on a theoretical framework linking the concepts of institutional arrangement, professional identity and professional ordeal, the study first queries the various institutional arrangements that regulate these professionals' activities before and after the 2010 reform. It highlights the latest developments in their dual function. Then, a longitudinal survey, through participant observation and comprehensive interviews with nine mentor teachers employed in the department of Loire-Atlantique, identifies professional ordeals experienced by this group. These ordeals provide access to elements that construct and transform over time these mentor teachers’ professional identities
Perez-Roux, Thérèse. "Des processus de construction de l'identité professionnelle des enseignants d'éducation physique et sportive : entre appartenance au groupe, expériences professionnelles singulières et recompositions identitaires à l'échelle du temps." Nantes, 2001. http://www.theses.fr/2001NANT3027.
Full textBarro, Aboubacar Abdoulaye. "Politiques publiques, école et gestion du personnel enseignant dans l'éducation de base au Sénégal." Bordeaux 2, 2008. http://www.theses.fr/2008BOR21539.
Full textLes Politiques d’ajustements structurels (PAS) des années 1970 et 1980 ont considérablement remis en cause le rôle de l’Etat dans la définition et la mise en œuvre des politiques publiques en Afrique post-indépendante. Ces réformes économiques ont eu pour objectif d’alléger le poids des dépenses publiques dans les secteurs clés comme l’éducation. Si ces politiques ont été considérées par beaucoup d’acteurs comme une remise en cause de la souveraineté des États du Tiers-monde, le contexte des années 1990 (explosion démographique, besoin de scolarisation universelle dans le secteur primaire) inaugure aussi une nouvelle ère dans le secteur primaire. Dans le cas du Sénégal, le rôle de l’Etat devient de plus en plus important avec le recrutement massif des volontaires de l’éducation (secteur primaire) à partir de 1995. Cette politique de recrutement massif d’enseignants (1200 par an à partir de 1995 et autour de 4000 par an depuis 2000) est un moyen efficace de contrôle du système éducatif par les pouvoirs publics sénégalais. Par ailleurs, les bailleurs de fond (Banque mondiale, FMI) adoptent depuis quelques années une nouvelle stratégie consistant à revaloriser le rôle de l’Etat surtout dans le système éducatif du fait que l’augmentation considérable du nombre d’intervenants (organismes bilatéraux, ONG, associations) rend de plus en plus nécessaire la coordination de tous les programmes
Martinez, Chantal. "Pratiques enseignantes et expérience professionnelle antérieure." Thesis, La Réunion, 2018. http://www.theses.fr/2018LARE0002/document.
Full textThis research in Sciences of Education focuses on teaching practices. The general hypothesis is that the future teachers hold different practices as they have or not a previous significant amount of work experience. The teaching practices shall be understood in accordance with Bandura’s meaning as the structuring between dimensions pertaining to the person, the behaviour and the background. Therefore, the approach turns out to be comparative between these two populations, but also heuristic as for the practices in all their dimensions. Concerning our data collection, after an exploratory phase, we proposed a questionnaire filled in by future teachers (N=324) who trained in the vocational school ESPE de La Réunion in 2013 and sought to prepare for a career in primary and secondary education. Our study included observations of sessions (N=12) in secondary school. The testing of empiricism offers to validate the general and comparative hypothesis of significant differences on some elements of practices, in particular concerning the socio-cognitive dimensions. From a heuristic perspective, we identified a specificity of the Reunionese environment compared with the mainland France background as far as the behaviour is concerned
Autret, Carrière Élodie. "Relation formation-emploi : la construction de l'identité professionnelle des professeurs stagiaires en éducation physique et sportive : cohorte 2007-2008." Brest, 2010. http://www.theses.fr/2010BRES1012.
Full textThe academic years 2007-2008 and 2008-2009 were marked by many resistors for the evolution of teacher training induced in spring 2007 by the french government projects. These eddies have shown the high sensitivity of the subject. In the context of our research we indeed important understand and analyze the professional identity of those individuals from their own representatives. How do they perceive their training or their discipline? Or how they perceive the landscape in teaching? We have identified four teachers profiles from a qualitative and quantitative analysis. These findings raise the question of the pertience system training and especially of its renovation. We are also able to examine our desire and especially the ability of formatting universities and IUFM when our investigation
Nguyen, Do Thien Vu. "La professionnalisation des enseignants de langues étrangères vietnamiens : entre tradition et industrialisation : étude comparative entre enseignants des secteurs public et privé." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC009/document.
Full textDuring recent years, education and training have experienced greater phenomena of industrialization in particular under the influence of the development of technologies. The field of foreign language teaching and learning (FLT) has also undergone changes due to the internationalization of certification standards and the growth of private training sector. The foreign language teaching field in Vietnam is not immune to these developments that inevitably lead to significant changes in the process of professionalization of the teaching staff. Our research aims at highlighting the way foreign language teachers in both public and private sectors represent their professionalism in this new context and the priorities they consider important in terms of professionalization. To do this, we conducted our empirical research in two stages: a pre-survey by interviews with colleagues in Dalat and a supplementary survey by an online questionnaire. The analysis of the 14 semi-structured interviews of the first phase helped us to build the questionnaire that was intended for a wider audience of teachers in the country. Our questionnaire survey (N 364) allowed us to draw three different profiles which are differently positioned in terms of the evolution of FLT. The discussion of the determinants of each profile provides a better understanding of the professional development dynamics of Vietnamese foreign language teachers
Griffin, Claire. "L'identite professionnelle des professeurs d'anglais "locuteurs natifs" exercant en France depuis le traité de Maastricht : Entre conservation ontologique et acculturation. Les limites du capital natif." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030128/document.
Full textSince the early 1990s, EU citizens have been able to sit the competitive examinations which give access to qualified teacher status within the French education system, without needing to have French nationality. This change has attracted British and Irish candidates who were not necessarily qualified to teach before moving to France and who, as native English-speaking teachers (NESTs), were not socialized there. Consequently, it sometimes takes them years to decode the French education system. For these teachers, comfortable professional integration depends on their capacity to adjust not only to the requirements of French schools, but also to the French approach to teaching and learning English. Taking the CAPES is one step towards interculturation, since by doing so, English-speaking candidates gain an insight into the norms, rules and values of the French education system and see how English is taught at university and in schools in France. However, passing the exam is only the first step towards building aprofessional teacher identity, which is a long process. The present investigation into the professional identity of NESTs from the UK and Ireland was constructedfrom a Grounded Theory and interpretative perspective using mixed methods. The researcher seeks to understand how participants perceive their professional identity and life as English teachers in the French education system. An analysis of participants’ discourse and of interviewer/participant interaction brings tolight the following paradox: the initial “gift” which helps NESTs through the rigorous state examinations can be weakened by strong interculturation and needs to be updated and enriched in order to remain an asset
Labardant, Jean. "Être enseignant en lycée professionnel : construction d'une identité positive." Bordeaux 2, 2008. http://www.theses.fr/2008BOR21519.
Full textIn a changing context, Professional High School teachers are trying to attune their membership to an "original" pattern under adjustment to their reconciliation with the dominating pattern represented by the General High School. Through complex plannings, they protect themselves from a collective identity felt as overbearing and they reinvest the cultural bases of their teaching. But originally responsible for the training to "jobs", from now on they have to meet a further mission: to find solutions to their students' academic failure. On account of their search for social and academic acknowledgement, they give a meaning to their action, thanks to a work of interpretation of their personal experience but also thanks to the own interpretation of their school context. Action systems and social links locally established allow them to generate the resources necessary to a positive identity construction, vouch for a specific professional arrangement
Tchoreret, Mbiamany Joel. "La construction des compétences en insertion professionnelle en enseignement par l'accompagnement réflexif du mentorat." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27276.
Full textLonguet, Frédérique. "L’impact des outils d’évaluation qualitative et du web 2.0 sur le développement et l’identification des compétences professionnelles des enseignants de langues." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030147.
Full textThe research aims at exploring an alternative approach to a standard-based certification assessment used in teacher training and qualification. The underpinning question of the thesis is the following: can a reflective project approach enhanced by web 2.0 tools and qualitative assessment help develop the professional skills needed by future language teachers when still at university? The empirical research has been conducted with three student classes. The theoretical basis and the operationalisation of the research question have thus emerged as the research was being developed. The gathered corpus is varied (logbooks, professional writings, community blogs, collective interviews). Both the qualitative analysis and computer-aided discourse analysis bring to light marked elements pointing to the relevance of the chosen approach
Poulogiannopoulou, Paraskevi. "Comment devient-on enseignant? : De l'expérience universitaire à la formation." Phd thesis, Université René Descartes - Paris V, 2012. http://tel.archives-ouvertes.fr/tel-00794332.
Full textAudebert, Pascale. "Construction des identités professionnelles chez de jeunes professeurs des écoles issus des immigrations : le rôle des relations interpersonnelles des contextes familial et scolaire." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0956/document.
Full textThis study, conducted from a socioconstructivist framework, used qualitative methodology to explore the construction of minority teachers’ professional identity. Data collection consisted of in-depth semi-structured interviews with 20 primary school teachers aged from 30 to 35 years old (10 descendants of immigrants – 10 of French origin). The verbatim was analyzed using content analysis methodology. Comparisons between the 2 groups have shown differences and similarities in their: familial education, values, relationship to religion, career choice, professional representations. The analysis of minority teachers’ interviews has revealed the primordial contributions of interpersonal relationships in the construction of their professional Self (with significant others from family and school contexts, in particular). As descendants of immigrants they have faced specific challenges (face racism and discrimination, build an ethnic identity, etc.), the diversity of their psychosocial integration paths occurs in the construction of contrasted professional identities. Some of them are motivated by a desire of social justice, the goal of creating a bridge between mainstream culture and minority cultures becoming a career mission. Others, don’t do anything in particular for disadvantaged pupils or for those belonging to ethnic minorities
Nogueira-Fasse, Maryline. "Devenir enseignant-e : approche clinique des étayages à la construction identitaire dans la formation des enseignant-e-s du primaire : écriture et rites de passage." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100111/document.
Full textI firstly presented the review of the evolution of the provisions implemented in teacher training schools. Then, the analysis of qualified social context of "hypermodern" (Aubert 2006) allowed me to confirm the weakening of institutional support to professional identity construction. Using anthropological concept of 'rite of passage' 'I was able to grasp the essential functions of the physical mark and the primary role of the group in identity change process. In the second part, I analyzed the content of three interviews conducted with beginner-es, made according to a clinical approach to psychoanalytic orientation (Blanchard-Laville et al). This methodology has allowed me to approach the traces of unconscious processes that would disrupt the construction of a "so-professional" (Abraham Ada date). Moreover, by what I considered institutional discourse modalities take part in these processes. Finally, I presented the terms of a writing workshop offered to future teachers are I could implement within my formative missions. This presentation is supplemented by analysis of clinical interviews with two workshop participants. The attempt of a clinical look at the products and the content analysis of interviews texts have strengthened the hypothesis that a self-narrative, could take value of a "psychic shoring" vocational identity construction
Dorison, Catherine. "Les métiers de l'échec : face à l'échec scolaire la construction de nouvelles spécialités chez les enseignants de l'école primaire, en France, 1960-1990." Paris 5, 2005. http://www.theses.fr/2005PA05H051.
Full textIn 1970, the introduction of the psycho-pedagogic support groups led to a new type of work division. Regular teachers on the one hand and specialized teachers on the other : school psychologists, counsellors in psycho-pedagogy or psychomotivity, not in charge of the class of pupils. The present work tries to expound the specific conditions of the introduction of this new profession in the sixties. It analyses the deep changes in the way of classifying pupils' academic failure, related to a new acknowledgement of the notion of "mental deficiency", in the context of institutional rivalry between the French ministry of Health and the French ministry of National Education. This work also seeks to put forward the counsellors' effort to build a specific professional identity, as well as the link between the construction of this new identity and the proposal by the counsellors to their teaching colleagues of new interpretations upon situations of academic failure in primary schools
Le, Gall Charlotte. "Le métier d’enseignant en Etablissement régional d’enseignement adapté (EREA)." Thesis, Brest, 2019. http://www.theses.fr/2019BRES0072.
Full textThis thesis is about teachers working in regional schools for special needs-the EREA. The first part and even the second part of secondary schools are taking this rather special path in the public education, primarily designed for pupils with great learning difficulties. These schools are a little special and number 80 in France, and there has been a lot of investigation into human and social sciences. Looking back historically has led to the creation of these schools which has led to their evolution step by step. During the research, we made a special study of the working and the duty of the teacher in the EREA. The attention will be on the teachers, teaching French, mathematics, physical education and sport. Their grading is varied for the purpose of employment and their motivation in these schools. Now, we must show and study all these variations in order to best describe the peculiarities of a professional, unconventional exercise. After 3 years of being a teacher, the study undertook an inquiry into a representative sample of 130 teachers, which also had a lot of interviews with teachers, especially from these 3 disciplines. In this way the peculiarities have emerged of this professional sector and of the particular way of training
Lauzis, Tina. "Étude comparée de récits de vie professionnelle d’enseignants d’EPS avant et après l’universitarisation des formations : hommes et femmes, s’agit-il du même métier ?" Thesis, La Réunion, 2020. https://elgebar.univ-reunion.fr/login?url=http://thesesenligne.univ.run/20_20_T_Lauzis_Arch.pdf.
Full textThe process of academizing the training for Physical Education (PE) teachers was completed with the French Act of July 16, 1984 on the organisation and promotion of sports and physical exercises, (Savary’s Act) which established the UFR STAPS. However, the first mixed competitive exam to qualify as a PE teacher was only set up a few years later, during the 1989 session. As we took into account these elements, we thought it would be interesting to question two samples of PE teachers. On the one hand, we examined PE teachers who were in CREPS, in IREPS or in UEREPS before 1975 and, on the other hand, we questioned those who benefited from a university degree, in STAPS followed by professional training in IUFM after 1989. In other words, we collected the testimonies of PE teachers who benefited from two very different trainings: before and after the creation of faculties dedicated to Sports and Exercise sciences in France. Moreover, as the old training system was sex based and as the new training scheme is mixed-sex, we felt that it was necessary to question a sample of professionals while considering the gender parity factor. Therefore, the professional identity construction, according to the view of Belkaïd (1999), is interesting to consider. Through the analysis of professional life stories, our approach is both qualitative and comparative, and, in addition to “reconstruct career paths, which led, at different times, individuals to take up PE teaching career” (Michon et Caritey, 1998), our aim is to reveal distinctive features of the professional identity of PE teachers at a specific period. Our goal is thus to ask the following question: is it the same job?
Deronne, Christine. "Etude des positionnements énonciatifs du scripteur : le cas du mémoire d'I.U.F.M." Nancy 2, 2005. http://www.theses.fr/2005NAN21026.
Full textThe writing of the professional dissertation is made so as to get the approval of the student teacher who is not only the practicer in his class but also the reflective writer since he analyses his practical methods. The purpose of this research is to give both a professional and personal interpretation of the discursive characteristics that appear in the discurse of the student-teacher. The tools of the Discurse Analysis constitute the best approach linguistics. In fact they contribute to give a precise description of the whole discursive characteristics and bring out keys of interpretation about teacher-student's involvement in the acquisition of professional habilities. This analysis is mainly based on the study of one professional dissertation included in a set of 10. In one hand, the results of the analysis give a detailed interpretation of the professional dissertation based on various discursive elements (designation of the writer, vocabulary of the practical methods, polyphony. . . ). In the other hand, they lead to distinguish a typology of the writer's enunciative positions from a typology of the writer as individual. Finaly this research describes the means given to the student-teacher in order to help to the writing
Chekli, Latifa. "Développer la posture réflexive : une voie pour la professionnalisation des enseignants au Maroc : Cas des professeurs de français, première langue étrangère, au cycle secondaire (collège et lycée)." Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20026.
Full textUnder which conditions is it possible to create work-place professionalism? This is the main question addressed by the theme of this thesis. The theme came up as a result of the precariousness/downgrading of teaching/instructing French as a foreign language under the current Moroccan educational system. Other than efforts pertaining to reform and change, it does not seem that the current educational policies are capable of addressing this situation. Instruction as well as continuing education in basic training remains somewhat uncertain, keeping in mind that some instructors have not been given any such training. Professionalism among some of these instructors is lacking. However, helping them to develop a reflexive position would improve their level of professionalism. The purpose of this study is to ensure that didactic educational lessons are undertaken in a real classroom environment, that analysis of pedagogical practices is done concretely, that guidance/coaching is provided, and that reflexive writing is encouraged. These are steps or protocols among other instruments to experiment with towards further professionalization of instruction, in order to lead the new learner to develop his professional skills and to further improve the professional performance of those who are more experienced
Darcel-Thomas, Armelle. "Autisme : les professionnels réinterrogés : des identités professionnelles en mouvement." Rennes 2, 2003. http://www.theses.fr/2003REN20057.
Full textAt a time when obvious evolution in the knowledge of the syndrom of autism may be noted, how people suffering from autism are taken care of is be coming an area of territorial as well as ideologicol stakes. The new relationship with autism crystallise an identity crise for the professional working in the health and medico social services. Autism is now revealing and hinting that new professional practices are necessary. Social workers, nurses and care-workers are now defined in the texts as reflective pratitioners. Professionals in position have now to find a joint in pluridisciplinary team and to work with parents. This research aims at identifying practices and difficulties to the people suffering from autism and their environment, inside workteams, analysing strained professional identities and proposing implement to professional in position. The vocational training, the team's work and analysis of the praticies in use are the core of change studies
Desvages, Vanessa. "Des professionnalités à l'épreuve de la réforme des rythmes scolaires : quand le jeu questionne les pratiques des enseignants et des animateurs." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC004/document.
Full textThis research questions teachers’ professionality and activity coordinators’ professionality who must share education field since reform of rhythm of schooling in 2013. We examine their personal practices of gaming with clinical didactic because analysis can’t forget the subject. We want to see the different ways of playing wondering about the subject’s relationship to the game and about its effect on playing games. Our hypotheses are those personal experiences and the other one influence professional practices of play. We are introducing here four case studies; comparisons are made between themselves to identify tensions in practices of play and in their professional identity construction. We compare these case studies to community discussions: a discussion with a group of activity coordinators and with a group of teachers. These comparisons show how the subject appropriates his group’s history and how he builds relationship to the other one
Robitaille, Martin. "Identités professionnelles et travail réflexif, le cas des enseignants des Collèges d'enseignement général et professionnel." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/NQ43743.pdf.
Full textAhmed, Rabie Abdelmaguid Wael. "Professionnalisation des enseignants égyptiens du FLE et formation continue à la compétence orale." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR037.
Full textOur philosophy Doctorate "PhD" research aims at highlighting the conditions of the French language teachers in Egypt in terms of the continuing training for oral competency. We aim to understand their difficulties, their needs or even their expectations when it comes to undertaking a training course in oral efficiency. We also try to high light the difficulties teachers face in exercising communication skills with their students in class in public high schools. Our goal is to professionalize their communication skills in order to pass on the results of continuing education programs to their students in classrooms. We do not train just for training but rather to help teachers transfer and pass on their knowledge, cognisance and experiences of French Language Education "FLE" classroom training. This research is built on original and fundamental bases. It starts with the analysis of the difficulties, needs and expectations recognized by Egyptian teachers of FLE then it goes on to set a scientific approach for remedy. The idea of this research is to help the Egyptian teachers of FLE to develop their communication skills professionally according to the new criteria of the Common European Framework of References for Languages, the didactics of FLE, training and teaching profession new theories. The aim is to stimulate the actual linguistic practice of communicative skills through exchange of situations and verbal creation among Egyptian FLE teachers. It is necessary to "realize" the often uncertain promise of French language teachers, most often fully informed of the realities of the language and certain theories, but who, deprived of practice and subject to the general conditions of teaching (student numbers, no motivation, material content, examination), see their role reduced to that of just repeaters. this reform doe snot claim to compensate for the inadequate basic and initial academic training. It aims to build up teachers' confidence, to achieve their autonomy, become able to express themselves easily and perform their mission efficiently giving reinforced image of their study discipline. As such, it places them in a better position to achieve the desirable scenarios of Egyptian pre-university education reform. The age for second language learning should start earlier thus giving the opportunity for extention and diversification of the teaching programs
Ndzedi, Francis. "De la liberté de l'enseignant gabonais au secondaire : pour une éthique de la responsabilité en milieu scolaire." Doctoral thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/31525.
Full textGabon, Gabonese Republic in long form, is a country in Central Africa bathed by the Atlantic Ocean, whose population is estimated at 1.98 million inhabitants for an area of 267 667 Km2. Former colony of the France, he inherits an education system any, or even imposed. The crisis of the Gabonese school cannot be pointed the finger without mentioning this controversial legacy. It is undoubtedly rooted in a meeting of the rationalities (Biveghe Taylor, 2007). It is the result of a conflict in the traditionalism (Towa, 1982). It is a rivalry between a school without walls (Ki-Zerbo, 1990) and a Christian and Republican. Also, without denying the relevance of an opening to the world, the Gabonese school would perform a relevant sort: tap its resources in the French school in pre-colonial education. The crisis of the Gabonese education system command rather axiological some refocusing. Beyond the instrumental responses, a genealogy of evil itself. We'll not pretend to prescribe a panacea to ill-being of the Gabonese school. We want only to direct reflection to concerns that absolutely take into account ethical vision of the school. The general orientation of education should obey a priority requirement to take account of human relations of justice and equality, beyond a purely economic aspect of development. This is our doctoral research invited to ask the debate about the crisis of the Gabonese educational system from the ethical dimension of the teaching profession. A quality educational system necessarily involves men and women of quality. We leave a review of the freedom of the Gabonese teacher in high school in a perspective of guest to an ethic of responsibility in school. Compliance with regulations is not everything. Professionalism in teaching more involved the need to take into account the unexpected as one of the essential characteristics of the educational Act. A teacher should always be able to engage in the action as a responsible being in a situation, in the sense of Jean-Paul Sartre that we convene in this thesis. However, such responsibility should especially be supported by relationship to others, such as Emmanuel Levinas, what we also call here. The professional relationship of the teacher with students becomes secondary to their responsibility towards them. The ethics of responsibility in schools we recommend should support, or even to frame this responsibility for the student. She is a professional commitment that we will discuss. In fact, she has a logic of justification for his actions in the light of certain values and duties related to professional practice. Also, the ethical framework of the teacher Gabonese that we propose should accompany such a risk of freedom. It is a framework that should ultimately help teachers to pay more attention...
Mbata, sogou Remy. "Les pratiques de l'enseignement de l’œuvre littéraire complète au lycée en France et en République Centrafricaine." Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20011.
Full textThe present research proposes a comparative study on the literary works taught in high schools in France and the Central African Republic, based on the analysis of teachers' discourses and activities. The program of studied works in the final high school year in the Central African Republic dates back to 1972, following the guidelines adopted by Francophone African states. Students today show little interest in these works and encounter difficulties in relating them to their socio-cultural reality. On their part, teachers lament the routine of teaching the same works for decades. This observation raises questions about the teaching practices of literature, both in France and in the Central African Republic. The study is based on Moscovici's theory of social representations and Cicurel's theory of teaching action, exploring the epistemological, praxeological, and social dimensions of teachers' viewpoints and practices. Semi-structured interviews and direct observation are used as data collection tools. In response to these findings, the research suggests the introduction of citizenship education in the literature curriculum in the Central African Republic, while also proposing recommendations to assist higher education authorities in choosing the works to be studied in the final high school year
Boukou, Jean Claude. "Identités professionnelles des enseignant(e)s : analyse des situations et études comparatives entre le Congo-Brazzaville et le Congo-Kinshasa." Thesis, Paris, CNAM, 2017. http://www.theses.fr/2017CNAM1124/document.
Full textThe professional identity of teachers : Analysis of situations and comparison’s studies between the Congo-Brazzaville and the Congo-Kinshasa. During the last forty (40) years, teachers of both The Congo-Brazzaville and The Congo-Kinshasa have known social, economical and political problems which affected their professional ethic, forcing them to question themselves about their professional identity. Studies of the educational settings, professional actions, socio-relational, organisational, institutional and non formal aspects will enable us: to study the role of the teachers’ initial training, to assess the issues related to the funding of the educational structures together with its efficiency, to understand the generalized disaffection and the weakness of the social and economical position of the teacher’s duty. All these will enable a better explanation of the vulnerability of current teachers and justify the “idealized identity revetment” according to (Dubar.2000:165). The analysis of the outcomes of 103 biographic interviews conducted with teachers trained during 4 different periods revealed that each period corresponds to a basic professional identity.In the social context, teachers who consider themselves as Sisyphe of 21st century and the new kamikazes talk about an identity panic and scuttle. A comparative study will show the level of involvement in both cities geographically close to each other. The educational systems are different: the Congo-Brazzaville inherited the French system and The Congo-Kinshasa the Belgian one. The comparison will be intra-countries and inter-countries and will entail the initial and professional trainings of both countries in order to question their national systems and any eventual identity similarities or differences
Gesson, Benjamin. "Comment devient-on enseignant ? : les trajectoires de socialisation professionnelle des professeurs des écoles." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0188/document.
Full textThis thesis proposes an analysis of the teachers’ professional socialization through a theoretical and conceptual-interactionist framework. It is based on various empirical methods (observation, individual and collective talks, followed by troop qualitative). Four major elements come out of this thesis: 1) initial training has a deep influence on the soon-to-be teachers concerning the way they act and both the way they work and the way they7consider their work. The act of “social manufacturing” they undergo during their formation enables them to acquire elements for their career (linguistic, temporal, rhetorical or relational elements). 2) During their initial training, the future teachers create a “student culture” which aims at negotiating, translating or transgressing the formal and official standards conveyed by the authority of socialization. Accordingly, the abstract or semi-official standards produced within this subculture have a major influence on the comprehension of the process of professional socialization. 3) There exists a plurality of professional identities adopted by the teachers at the time they begin their career. These are founded on the trajectory which led the individuals to teaching, and also on how they deal with the training and their work. Far from the disillusioned figure of the young teacher in suffering one might expect, the beginning of a career appears to be fulfilling and to be a source of achievement. 4) Three forms of careers and professional identities emerge from our diachronic investigation: a pragmatic identity, an identity created by “relative frustration” and an autonomous identity. Moreover, the professional identity adopted at the time of the first years of teaching tends to persist in time, revealing the structuring force of the objective dimension of the teaching careers (predetermined gradations of advance statutory and professional mobility, constraints related to the separation of the private and the professional spheres…). The thesis concluded on the need for questioning a functionalist vision of initial training and an administrative design of the teaching career currently dominant
Villemonteix, François. "Les animateurs TICE à l'école primaire : spécificités et devenir d'un groupe professionnelAnalyse de processus de professionnalisation dans une communauté de pratiques en ligne." Phd thesis, Université René Descartes - Paris V, 2007. http://tel.archives-ouvertes.fr/tel-00198063.
Full textCette thèse a analysé comment ces acteurs ont cherché à se constituer en groupe professionnel, autour d'une expertise partagée et d'un projet de valorisation statutaire.
Nous avons conduit un ensemble d'analyses de l'activité professionnelle des ATICE, à partir de données de contexte et de résultats de questionnaire. Des investigations sur la liste de diffusion qu'ils ont créée ont été menées entre 1999 et 2005 : analyses quantitatives de la participation et des flux, analyses thématiques et analyses de contenus. Elles ont permis de voir comment ils se mobilisent sur les enjeux professionnels de leur communauté de pratiques.
Les résultats montrent que la fonction d'ATICE, en recherche de légitimité, est en tension entre conseil pédagogique, formation et expertise technique. Elle s'appuie sur des connaissances expertes et fortement contextualisées, sur des compétences essentiellement construites sur l'expérience. Cherchant une légitimité du côté pédagogique, c'est davantage du côté du domaine technique, particulièrement discuté sur la liste, que se situe leur domaine d'expertise dans un champ de pratiques devenu très concurrentiel. Cette expertise place les ATICE en position de surplomb par rapport aux autres acteurs du champ et offre encore une garantie de survie à leur fonction.
La liste de discussion, très réactive, constitue un lieu privilégié de socialisation professionnelle et répond à une fonction importante d'opérationnalisation des prescriptions institutionnelles. Plutôt centrée sur les questions techniques, elle est le creuset d'une pratique experte, que les ATICE cherchent à négocier avec l'institution en valeur d'échange. Peu théorisés, les échanges ne laissent qu'une faible place aux enjeux didactiques reliés à l'instrumentation pédagogique à l'école et aux répercussions dans le domaine de la formation des enseignants.
Plus généralement face à une définition encore incertaine de ce que sont les TICE à l'école, les ATICE constituent pour l'institution une population adaptable aux exigences nouvelles des mouvements de réforme successifs. L'instauration d'un statut stable pour ces personnels n'apparaît pas compatible avec leur adaptation, requise par l'institution.
Saunier, Deborah. "L'influence du rapport à l'élève idéal sur les pratiques pédagogiques et l'identité professionnelle de professeurs des écoles : le cas de la scolarisation des élèves à besoins éducatifs particuliers." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMC016.
Full textThis research aims at shedding light on the relationships between the representations of the ideal pupil, the identity and professional practices of non-specialist primary teachers, in the context of inclusive school. Based on the system of professional activities (Blin, 1997), we considered that professional representations, practices and identities are closely linked and that they interact. The schooling of pupils with special educational needs (SEN) can turn out to be destabilising for some teachers (Saunier and Toullec-Théry, 2017). We wondered if the difficulties they encounter could stem from a gap between their representations of the ideal pupil and the pupils with SEN. To account for the multiple influences exerted by these representations on the development of professional practices and identity, we have constructed the concept of the relationship with the ideal pupil, echoing the relationship with knowledge (Charlot, 1997). Our methodology is based on quantitative and qualitative data. We first developed and distributed a questionnaire to collect data on the ideal pupil, then we conducted focus groups to complete and refine our analysis. The statistical processing of quantitative data has led to typologies of teachers and the creation of a portrait of the ideal pupil. The group interviews made it possible to understand the different functions that the ideal pupil occupies for these teachers, as well as the links between their representations and the way they define their profession and their practices. The data analysis also revealed the influence of institutional norms and values on the construction of their professional identity and practices
Billotte, Gilles. "L'équipe pédagogique : vers une nouvelle identité professionnelle des enseignants /." Paris ; Budapest ; Torino : l'Harmattan, 2002. http://catalogue.bnf.fr/ark:/12148/cb38832846g.
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