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Comment devient-on enseignant ? : les trajectoires de socialisation professionnelle des professeurs des écoles

Abstract : This thesis proposes an analysis of the teachers’ professional socialization through a theoretical and conceptual-interactionist framework. It is based on various empirical methods (observation, individual and collective talks, followed by troop qualitative). Four major elements come out of this thesis: 1) initial training has a deep influence on the soon-to-be teachers concerning the way they act and both the way they work and the way they7consider their work. The act of “social manufacturing” they undergo during their formation enables them to acquire elements for their career (linguistic, temporal, rhetorical or relational elements). 2) During their initial training, the future teachers create a “student culture” which aims at negotiating, translating or transgressing the formal and official standards conveyed by the authority of socialization. Accordingly, the abstract or semi-official standards produced within this subculture have a major influence on the comprehension of the process of professional socialization. 3) There exists a plurality of professional identities adopted by the teachers at the time they begin their career. These are founded on the trajectory which led the individuals to teaching, and also on how they deal with the training and their work. Far from the disillusioned figure of the young teacher in suffering one might expect, the beginning of a career appears to be fulfilling and to be a source of achievement. 4) Three forms of careers and professional identities emerge from our diachronic investigation: a pragmatic identity, an identity created by “relative frustration” and an autonomous identity. Moreover, the professional identity adopted at the time of the first years of teaching tends to persist in time, revealing the structuring force of the objective dimension of the teaching careers (predetermined gradations of advance statutory and professional mobility, constraints related to the separation of the private and the professional spheres…). The thesis concluded on the need for questioning a functionalist vision of initial training and an administrative design of the teaching career currently dominant.
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Benjamin Gesson. Comment devient-on enseignant ? : les trajectoires de socialisation professionnelle des professeurs des écoles. Sociologie. Université de Bordeaux, 2015. Français. ⟨NNT : 2015BORD0188⟩. ⟨tel-01272550⟩



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