Abstract : This research observes how the practices of three primary school teachers form and stabilize, during their year of vocational training then during their first tenure year of practicing, thanks to an original methodology which borrows from didactics of mathematics and from cognitive ergonomics.
The finalized model of analysis allows to describe the teacher's activity as a process of modifications of the prescribed task. The study of sessions performed within the framework of the Workshops on Analysis of Professional Practices (training device centred on the analysis of beginner teacher's actual practices) completed by the study of the sessions led during the first year of practice, reports the personal trajectory of each concerned teachers and allows approaching the coherence in germ in their practices.
This coherence shows itself through “intra - personal” regularities in the way of modifying the task prescribed at various levels (the level of representation, that of redefining and that of realization of the task). From the elaboration of the project until its implementation, every teacher draws information. The way each of the three teachers takes into account and analyzes the three sources of helps and constraints that are the institutional prescriptions, the teacher's activity and the pupil's activity characterize the practices of each one.
The analysis of the evolution of the observed practices allows a better understanding of how these practices are marked by predetermined elements which condition the activity of the teacher but also her or his evolution.