Les enseignants débutants : vécu et transformations

Abstract

International audienceThe first years of teaching often called induction have been extensively studied in particular since the 2000s. Having a strong influence on the fate of the teacher, these early years are part of a long-term process that begins before entering the career. The purpose of the current article is to propose a panorama of the main scientific literature on the career entry with the aim to characterize and reflect the changes associated to this period of the career. Accurately, this paper is based on national and international empirical work on these beginnings in teaching. How do researchers describe the first steps of beginning teachers? Have they identified characteristic phases during these first years of teaching? Are there particular difficulties and specific experience during that period? Are there any typical changes identified during these first years of teaching? These questions will provide a framework to this paper.Les premières années d'enseignement souvent dénommées moment de l'insertion professionnelle ont été beaucoup étudiées notamment depuis les années 2000. Ayant une forte influence sur le devenir de l'enseignant, ces premières années font partie d'un processus à long terme qui débute avant l'entrée dans la carrière. L’ambition de cet article est de proposer un panorama des principaux des écrits scientifiques sur l’entrée dans le métier afin de le caractériser et de rendre compte des transformations attachées à cette période de la carrière. Plus précisément, cet article est construit à partir des travaux publiés au niveau national et international sur ces débuts de carrière dans l’enseignement. Comment les chercheurs décrivent-ils les premiers pas des enseignants débutants ? Ont-ils identifiés des phases caractéristiques lors de ces premières années d’expérience ? Existe-t-il des difficultés et un vécu spécifiques à cette période ? Des changements typiques sont-ils repérés lors de ces premières années d’enseignement ? Autant de questions qui serviront de cadre, en filigrane, à cet article

The Role of Secondary School Teacher Training in Their Teaching Practices — A Secondary Publication

“…It should also be noted that spreading in-service training over time has a positive influence on teaching practices. Here again, we should certainly refer to work on the different phases of the teaching career to understand these results [12] : as young teachers are in a "survival" phase, the temporal dimension influences their ability to shift the focus from self-centeredness to pupil-centeredness. The temporality of training is therefore likely to be crucial in supporting them in this shift from one to the other.…”

“…In addition, the older the teacher, the greater the likelihood that they will help their pupils to value the act of learning, motivate those who take little interest in their schoolwork, and make them realize that they can succeed. This last result is undoubtedly related to the work of Ambroise et al [12] : these teachers have probably reached the phase of "they are more likely to opt for student-centered rather than self-centered practices. "…”

“…This perception that initial teacher training is inadequate can have far-reaching consequences, insofar as the first few years in the profession are recognized as having a major influence on a teacher's professional development, as this is a period when various adjustments are made [11] . According to Ambroise and her colleagues [12] , there are several periods during the first few years in the profession: the first is a period of "anticipation," during which teachers are both enthusiastic and anxious at the idea of facing their first class. The second begins with the discovery of the field, often accompanied by a period of disenchantment during which the novice teacher may question his or her professional choice.…”