Dynamiques transactionnelles de reconnaissance et professionnalisation des stagiaires : Perspectives pour la formation initiale

Karine Dejean, Eveline Charlier

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This paper is based on current doctoral research investigating recognition processes that condition professional identity construction of novice teachers at the beginning of their career.
This study focuses on a specific stage of professional integration which is the traineeship and analyzes accompaniment strategies that trainees consider to be positive to the development of their capacity to act as a part of their professional skills. Three case studies are presented. They report on self-recognition mechanisms that support the development of valued professional self-images and the emotional dynamics that these processes involve.
Original languageFrench
Pages (from-to)25-42
Number of pages18
JournalRecherches & Éducations
Publication statusPublished - 7 Oct 2012

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