La inserción profesional de los docentes en Francia: Preocupaciones dominantes y transformaciones identitarias

Abstract : In support of other research conducted in Spain and South America, the study focuses on the dominant concerns of beginning teachers in France, during the phase of professional integration. It underlines the problematic nature and forms of adjustment to new conditions of work. Data collection has been made from 28 interviews involving primary and secondary school teachers. The corpus analysis reveals four universe of meaning that organize their report to the profession of teachers. The results highlight number of professional skills which have to be confirmed or to be (re)built and a relative distancing from initial training. They clarify the heterogeneity of the professional socializing forms and their impact on the process of constructing a teacher identity.
Type de document :
Article dans une revue
Revista Espanola de Educacion Comparada, 2012, pp.325-354. 〈http://dialnet.unirioja.es/servlet/articulo?codigo=4030870&orden=361648&info=link〉
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https://hal.archives-ouvertes.fr/hal-01221084
Contributeur : François Texier <>
Soumis le : mardi 27 octobre 2015 - 13:52:54
Dernière modification le : lundi 13 février 2017 - 09:47:47

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  • HAL Id : hal-01221084, version 1

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Thérèse Perez-Roux, Xavière LanÉelle. La inserción profesional de los docentes en Francia: Preocupaciones dominantes y transformaciones identitarias. Revista Espanola de Educacion Comparada, 2012, pp.325-354. 〈http://dialnet.unirioja.es/servlet/articulo?codigo=4030870&orden=361648&info=link〉. 〈hal-01221084〉

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