Les indicateurs temporels du développement professionnel des professeurs des écoles néo-titulaires : entre temporalité institutionnelle et temporalité personnelle ?

Abstract

Our study explores the question of the professional development of new primary school teachers, meaning teachers who are starting in their teaching career and who have accumulated between one and three years experience in the classroom after they have finished their training in the “IUFM”. It seems that this long continuum that is the process of professional development is characterized by phases. These are both institutional and personal. Our article aims to shine light on the different phases as they are demonstrated in the official literature and through the research that we have carried out talking to new teachers. This study therefore, rests on evidence based both on official literature and one on one interviews. In short, we are questioning the way that official literature does or does not make sense for post graduate school teachers, on the subject of entry in the teaching career.

Keywords

• professional development
• primary school teachers
• new teachers
• relation between teachers and time