Apprendre à enseigner à l’école primaire. Une socialisation professionnelle paradoxale ?

Abstract

At the end of a long research integrating the contributions of many works, we analyze here the recurring evolution of the priorities for new teachers in primary school. During their training, their main concern is to help all their students progress in all domains. This concern eventually erodes as a result of their setbacks and alongside with the practices in force, especially in schools where, so to speak, the failure of a certain number of students is the standard. Then, if they end up endorsing the fatalism that they initially disregarded, it is only because of a lack of formative help and a great need for support that lead them to consider the solutions and representations of their colleagues with whom they share their difficult everyday lives. Our relational approach makes this recurring process intelligible because it draws links with several French specificities in training and teaching conditions in primary school.

Keywords

• norms
• positioning
• practices
• prescribed
• teachers in écoles-suivis
• socialization