Construction de la professionnalité en formation initiale. Regards croisés sur l'évolution d'une enseignante-stagiaire en physique chimie

Second year studies at teacher training college in France obliges trainee teachers to constantly compare work experience and what they have learned at university and tackles the diffi culty of acquiring the teaching tools necessary to be a competent teacher. In this study, which was carried out by 2 didactics researchers, a trainee teacher in physics and chemistry was interviewed on 3 different occasions using semi-directive questions and her professional work-experience essay was analysed. The results reveal the development of a type of professional identity through a series of views and values associated with the training year. While it does highlight the way different levels of competence are used and how they interact over the course of the school year, the external and more objective view of the didactics researcher shows that the teaching trainee’s methods were not fully compatible with the social model to which she had in mind. This double point of view associating both researcher and trainee opens promising avenues for teachertraining-college studies as regards the helping of trainees confronted by the diffi culties of their new-found teaching tasks.