Mémoire et travail scientifique de nature réflexive dans la formation initiale des enseignants – regards croisés sur ces objets

Abstract

The initiation to research and the writing of a writing correspond to the requirements expected in the context of initial teacher training in France. Depending on their academic and professional background, it is proposed to these beginners to realize either a dissertation, for the students of the Master of Education and Training, or to carry out a reflexive scientific work for those enrolled in a university degree. The realization of this work is a key point in teacher training, also a subject of controversy. As part of a survey conducted among student young teachers and teacher trainers of the ESPE (Higher School of Teaching and Education) Clermont-Auvergne, three axes were explored: the definition of these writings by students and trainers, the role of the directors in their production, the impact of these writings on the professionalization of beginning teachers. We try to understand the tensions and expectations with regard to these objects.

Keywords

• initial teacher training
• dissertation
• professionalisation
• reflective scientific work