L’entrée dans le métier d’enseignant

Quelles représentations de l’enfance à l’école ?

Abstract

This article questions the representations of school teachers in internship (FES) of the Lille Academy during the year of tenure. It focuses on the ways of being a child at school. What part of childhood can be perceived in their first approach to the role of pupil? How do they consider the possibilities and modalities of being a child at school in their first class practices? The survey conducted (ethnographic observation and semi-structured interviews) highlights first the existence of three profiles corresponding to distinct representations of childhood among novice teachers. The analysis of the representations of the FES crossed to the practices exercised in cycle 1 then shows all the complexity of teaching facing a context of singular action, where learning is oriented towards the acquisition of social life.