Pression temporelle et situation de porte-à-faux. Regard socio-didactique sur les positionnements professionnels des conseillers pédagogiques de circonscription - « tuteurs terrain »

Abstract

The question of this special issue is considered here from the double point of view of temporal pressure and structural contradictions that characterize the missions of the educational advisers. Responsible for the mentoring of teacher trainees of primary school, the professional positionings of this specific category of actors hilight the profound ambivalence of teacher training policies in France. Under cover of support for training, these policies establish control logics of which formative effects are often at odds with the targeted objectives. The socio-didactic approach developed here makes it possible to examine the effects of the mentoring activity. To this end, the authors rely on semi-directive interviews with educational advisers and their observation.

Keywords

• organization and functioning of the establishments
• school time and rhythm
• teacher training
• educational and socio-educational professions
• education policies