Le Sentiment d’Efficacité Professionnelle, un indicateur pour connaître le développement professionnel des « nouveaux » professeurs de l’enseignement agricole français

Abstract

The article is based on an indicator aiming at understanding teachers’ professional development in a heuristic perspective: professional self efficacy borrowed from Bandura (2003). This indicator is situated in a continuum going from theory to empirical data and maintains both its consistency and substance. It is thus, part of a theoretical framework (perceived professional development) and permits, through a methodological process, to reach empirical elements. A survey by questionnaire was carried out among new teachers of French agricultural education. The study brings to light an overview of the professional development perceived by these teachers, it permits to build a critical analysis of the indicator in question and draw up new prospects for future research.

Keywords

• perceived professional development
• beginning teacher
• French agricultural education
• indicator
• Professional Self-Efficacy