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Les effets de la réforme sur le sentiment de professionnalisation des futurs enseignants

Abstract : In connection with the European orientations, the teachers' training in France follows deep reforms since 2005. The stake in which is a strengthening of the professional skills and knowledge which is leaning back against the research. On the base of longitudinal data collected with 3 generations of students, which are registered to the new Master›s degree "enseigner, éduquer, apprendre (to teach, to educate, to learn) " opened at the university of Burgundy in 2010, this research ponders over the way the students (preparing themselves to become teachers) perceive the quality of their professionalization. In spite of the feeling not to be prepared enough for the exercise of their job, the speech of the students reveals an appropriation of the institutional logics of professionalization. In the current context of creation of the ESPE, this paradoxical speech invites to query the capacity of the institution to make legible its training's processes in front of public, which remain determined by a vocational ideal.
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Submitted on : Thursday, February 27, 2014 - 2:10:48 PM
Last modification on : Friday, June 14, 2019 - 1:17:33 AM

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Magali Danner. Les effets de la réforme sur le sentiment de professionnalisation des futurs enseignants. Revue Phronesis, Institut de recherche sur les pratiques éducatives/Champ social, 2013, Vol. 2 (N°4), p.5-17. ⟨10.7202/1022257ar⟩. ⟨halshs-00952747⟩

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