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Master Thesis

L'accompagnement des nouveaux professeurs stagiaires du premier degré exerçant leur métier en contexte difficile, dans leur processus de développement professionnel

Abstract : The accompaniment of new trainee teachers (NTT) of the first degree, practicing their profession in a difficult context, is at the heart of contradictory logics. The (NTT) modifies his initial representations of the profession through a budding experience of the environment: disruptive pupils, placement dispositive in twos, or alternation, and awaits in return the recognition of his peers. The trainers/accompaniers basing themselves on the competence references, have requirements concerning the NTT, which are hardly modified to suit the context. The trainer deemed most suitable for the professional development of the NTT during the training courses of observation and accompanied practicals, is kept away from the decisions made and the adapted training dispositions. The institution, in an accounting logic has modified its specifications, putting the NTT in a class as soon as the position is assumed instead of a progressive entry into the profession. The ESPE training does not express the needs of the NTT in the initial self-positioning booklet. How can an accompaniment of new trainee teachers be conceived in a process of professional development, which satisfies the expectations of the actors while putting in synergy: Rectorate / Circumscription / ESPE? This ethnographical study attempts to understand the tensions involved, and examines the possibilities, of establishing a better partnership between the present actors.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01005439
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Submitted on : Thursday, June 12, 2014 - 4:05:09 PM
Last modification on : Friday, October 23, 2020 - 4:38:09 PM
Long-term archiving on: : Friday, September 12, 2014 - 11:30:50 AM

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Suzie Sizam-Bastareaud Cafournet. L'accompagnement des nouveaux professeurs stagiaires du premier degré exerçant leur métier en contexte difficile, dans leur processus de développement professionnel. Education. 2014. ⟨dumas-01005439⟩

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