INITIAL TRAINING PATHWAYS AND PROFESSIONAL REPRESENTATIONS: THE PROFESSION OF FRENCH LANGUAGE TEACHER AS VIEWED BY STUDENTS OF HIGHER NORMAL SCHOOLS

Abstract

This article examines the academic pathway of future secondary school French teachers and the evolution of their perceptions of the profession. The study conducted enables us to identify the different conceptions of the teaching profession as well as the various pedagogical and didactic skills acquired during their initial training. From this perspective, we questioned the role of university experience among young students at the École Normale Supérieure in shaping their professional identity and culture. The study, carried out with 15 students at the École Normale Supérieure for secondary education, reveals particular trends as well as diverse conceptions and representations of the teaching profession.