Les contextes de socialisation professionnelle des enseignant·e·s du primaire comme facteur de vulnérabilisation ?
Résumé
A number of studies have linked the trying experiences of school teachers to the particularities of their successive socialisations and their conditions of practice. They have focused in particular on the anguish of beginners (Balland, 2020), their frequent setbacks over the following years (Mierzjewski & al., 2018), the lasting obstacles and dilemmas in their work (Bouchetal, 2017), the ordeals experienced in particularly difficult school contexts (Ben Ayed, Broccolichi & Quinson, 2004), or on the fourfold increase in the number of teachers leaving class or education over the last ten years in primary schools (Danner & al., 2019 ; Feuillet & Prouteau, 2020 ). Our own work is in line with this perspective of analysing the series of encounters between the dispositions and resources of Pschool teachers linked to their previous socialisation and the successive contexts of practice in which their professional experiences take place (Broccolichi, Joigneaux & Mierzejewski, 2018).