LES ÉPREUVES QUI DONNENT SENS AU RÔLE D’ACCOMPAGNEMENT DES ENSEIGNANTS ASSOCIÉS

Abstract

Cette contribution porte sur l’experience professionnelle des enseignants associes qui interviennent aupres des stagiaires en formation a l’enseignement professionnel. En s’appuyant sur les notions d’epreuve et d’experience, cet article porte un regard original sur le parcours professionnel des enseignants associes etudie a travers d’une recherche doctorale. Principalement degages a partir d’entretiens biographiques et d’une demarche d’analyse structurale, les resultats rapportent trois principaux evenements constituant des epreuves partagees par les enseignants associes. Ils decrivent l’influence de ces evenements dans l’appropriation de ce role professionnel. Les conclusions appuient, entre autres, l’importance du soutien recu pendant l’insertion dans la profession, ainsi que la formation universitaire associee, non pas par rapport au role d’enseignant, mais pour celui d’enseignant associe.\nCHALLENGES THAT GIVE MEANING TO ASSOCIATE TEACHERS’ MENTORSHIP OF PRACTICUM STUDENTS\nIn this article, associate teachers’ professional experiences are studied through the concepts of trial and experience. The adoption of these concepts allows for a novel view of the professional career paths of associate teachers working with students completing fieldwork in professional teacher training. The study was conducted through doctoral research in which biographical interviews and structural analysis approach were mobilised. Results show three main events that make up challenge trials that are shared among associate teachers. These results demonstrate the influence of these events in the adoption of this professional role. Moreover, support received during their integration process in their profession as well as the associated studies implemented from the university play an important role in associate teacher’s roles whereas that is not the case in teacher’s roles in general.