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Contribution à l’analyse du développement identitaire des éducateurs de jeunes enfants et des éducateurs spécialisés en formation

Abstract : This thesis focuses on the identity development of early childhood educators and specialised educators during their curriculum. The study identifies and analyses the factors underlying the choice of orientation in order to enlighten the construction of the vocational project of each population over their training experience. It highlights the links between social experiences (Dubar, 2015) and youth identity development (Erikson, 2014 ; Marcia, 1993 ; Arnett, 2000). Based on the model of social representations (Moscovici, 2004 ; Abric 2011 ; Moliner, 2001) and recognition (Honneth, 2000 ; Ricœur, 2004 ; Kaddouri, 2002), the theoretical scope illuminates their conduct between commitment and exploration (Marcia,1993 ; Luyckx & al, 2006 ; Meeus 2011). The mixed methodological system based on a longitudinal qualitative approach and a quantitative approach allows to better understand the development of student’s professional project and its evolutions. The results show the role of social experiences in identity development and the growing interest of early childhood educators in special education. This research opens up prospects for the design of more flexible curriculum in the field of social work (Wittorski, 2008), for the fulfillment of the professional self-project.
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Submitted on : Wednesday, April 8, 2020 - 3:56:09 PM
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Marie-Christine Ferreira-Talbot. Contribution à l’analyse du développement identitaire des éducateurs de jeunes enfants et des éducateurs spécialisés en formation. Education. HESAM Université, 2020. Français. ⟨NNT : 2020HESAC005⟩. ⟨tel-02537091⟩

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