Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrière
The Jean-Claude Carle and Françoise Férat report on French school education indicates a "worrying increase in the phenomenon [of resignation] among trainee teachers, particularly in primary education". These dropouts, which go against the idea of the attractiveness of the profession, occur...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2022-06-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/11173 |
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| _version_ | 1841548596681375744 |
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| author | Richard Étienne Céline Avenel |
| author_facet | Richard Étienne Céline Avenel |
| author_sort | Richard Étienne |
| collection | DOAJ |
| description | The Jean-Claude Carle and Françoise Férat report on French school education indicates a "worrying increase in the phenomenon [of resignation] among trainee teachers, particularly in primary education". These dropouts, which go against the idea of the attractiveness of the profession, occur when teachers are faced with the organization of their training and entering the profession. After consulting the international literature which identifies several types of factors related to the teaching task, the teacher and the social environment, we conducted exploratory research in order to understand the possible specificities of this phenomenon in France. We carried out “comprehensive interviews” with two training managers and eight teachers, half of whom gave up the benefit of the competition. The analysis reveals a first obstacle stemming from the administrative rigidity of the system, a second created by assignments imposed by the management of absences, a third residing in the paradox of a training more focused on didactic knowledge than on pedagogical competence, a fourth determined by an absurd inversion between practice and training, a fifth confirming the weakness of guidance education and the absence of work on a professional project and a sixth on the reception in the profession left to chance placements. From these concrete situations we can generalize the emergence of avenues for the development of training and the organization of the system. They are aimed at social utility insofar as part of the dropouts could be avoided, which would have the effect of not increasing the current recruitment crisis. |
| format | Article |
| id | doaj-art-97eca4f0015349e880db141243922f3a |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2022-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-97eca4f0015349e880db141243922f3a2025-01-10T14:04:52ZfraNantes UniversitéRecherches en Éducation1954-30772022-06-014810.4000/ree.11173Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrièreRichard ÉtienneCéline AvenelThe Jean-Claude Carle and Françoise Férat report on French school education indicates a "worrying increase in the phenomenon [of resignation] among trainee teachers, particularly in primary education". These dropouts, which go against the idea of the attractiveness of the profession, occur when teachers are faced with the organization of their training and entering the profession. After consulting the international literature which identifies several types of factors related to the teaching task, the teacher and the social environment, we conducted exploratory research in order to understand the possible specificities of this phenomenon in France. We carried out “comprehensive interviews” with two training managers and eight teachers, half of whom gave up the benefit of the competition. The analysis reveals a first obstacle stemming from the administrative rigidity of the system, a second created by assignments imposed by the management of absences, a third residing in the paradox of a training more focused on didactic knowledge than on pedagogical competence, a fourth determined by an absurd inversion between practice and training, a fifth confirming the weakness of guidance education and the absence of work on a professional project and a sixth on the reception in the profession left to chance placements. From these concrete situations we can generalize the emergence of avenues for the development of training and the organization of the system. They are aimed at social utility insofar as part of the dropouts could be avoided, which would have the effect of not increasing the current recruitment crisis.https://journals.openedition.org/ree/11173teaching professioncompetitions and exams |
| spellingShingle | Richard Étienne Céline Avenel Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrière Recherches en Éducation teaching profession competitions and exams |
| title | Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrière |
| title_full | Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrière |
| title_fullStr | Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrière |
| title_full_unstemmed | Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrière |
| title_short | Discours et parcours d’enseignants renonçant au bénéfice du concours en début de carrière |
| title_sort | discours et parcours d enseignants renoncant au benefice du concours en debut de carriere |
| topic | teaching profession competitions and exams |
| url | https://journals.openedition.org/ree/11173 |
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