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74 | 2017
Les enseignants débutants

Beginning teachers
Los docentes principiantes
Edited by Jean-Pierre Véran and Patrick Rayou

In the early twenty-first century, the massive need for teachers – who, given the rise of mass education, themselves teach highly heterogeneous groups – means it is necessary to get to know these teachers better. Who are the new teachers of today, how are they trained, how do they discover the profession, and how are they integrated into the school or institution where they work? Through eight case studies and an OECD article, this dossier highlights a shared demand for professionalization, despite very different contexts. This demand remains paradoxical for various reasons. The authors also underline the crucial importance of support in school and the political stakes of the professional development of teachers. In many countries one can observe a diversification of the pathways of beginning teachers and a phenomenon of professional drop-out linked to the material and symbolic conditions of practicing this profession. The ongoing reorganizations of the teaching profession, as they appear in the contributions, confront de facto the political models of education of contemporary societies.