« Je commence à devenir plus cool » : retours d’enseignants de langue débutants sur leur imaginaire professoral

Abstract

The article examines the way in which images of teaching, that is conceptions regarding teachers and learners, evolve through practice. How is the vision of beginning teachers driven to change in the early stages of the profession? Language teachers with a few years of experience were invited to react to texts that they had written during the first year of their Master’s degree and in which they had pictured themselves teaching. The analysis focuses on the gaps between their images during pre-service education and the classroom reality they now face. Thus, the study highlights the different attitudes adopted as well as the evolution of self-image and images of the other, towards a greater confidence in one’s practice, characteristic of experienced teachers’ cognition.

Keywords

• images of teaching
• teacher training
• teacher cognition
• reflexivity
• teaching repertoire
• bi-plurilingualism