This study demonstrates how closely the actions of teacher and students are linked. More than a linear process of rules internalization, education looks like a co-construction of rules between teacher and students. These results can serve as a basis for the tools of teacher teaching.

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The increasing reference to «professional identity» (IP) in the field of teacher training is somewhat confused because of the multiplicity of theoretical models that definie the IP and because this concept is used by professionals themselves. Following this observation, we propose a literature review that aims to overcome the polysemy of the concept and to question its relevance. First, recent work on the shaping of IP teachers are presented and discussed to extract the salient results. Then four theoretical foundations using the concept of IP are exposed and confronted in order to point out the differences and convergences designs. Following these two parts, in conclusion, we question the relevance of the concept and present a definition that tries to overcome misunderstandings.

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VariaLes dispositifs français de lutte contre le décrochage scolaire en collège : ce qui est prescrit et ce qui est mis en oeuvre French middle school dropout prevention programs: what is required and what is implementedFrançoise Bruno, Jacques Méard et Emmanuelle Walter Édition électronique

Seven PE teachers, working in secondary schools located in low- income areas, volunteerea to participate in this study. Data collection consisted of audio-video recording of the lessons, and of self- confrontation interviews about the selected conflictual events. Based on the theory of the "course of action" (Theureau, 1992), data analysis allowed identification of successive sequences in teachers' action, and their preoccupations in situ. Teachers' action is organized round a key-event: the student's spontaneous and vehement reaction to the punishment, determining a "before" and an "after". The results are discussed according to three points: a) the characteristics of teachers' action during each phase of the conflicts; b) the incompatibility of a situated action and the one of reasoned analysis; and c) tne opposition between teachers' concern for collective interest and students' individual preoccupations.

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This study concerns teacher–student transactions regarding undisciplined actions in physical education. Two lessons (A and B) of the same teacher were observed and recorded. The speech acts of teacher and students were transcribed verbatim and analysed from individual transactions. The observational data were triangulated with the data from post-lesson interviews. The results showed that during transactions in which the teacher prescribed the students to act, they did not produce undisciplined actions but performed the prescribed actions only in his presence and that, during the same transactions based on the teacher’s prescriptive actions, the number of students’ undisciplined actions decreased in Lesson A and increased in Lesson B. When students produced undisciplined actions at the beginning of Lesson A, prescriptive actions were efficient; when students did not performed undisciplined actions at the beginning of Lesson B, prescriptive actions provoked the appearance of these undisciplined actions.