Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de Créteil
Pre-service teachers undergo many emotional episodes (LeMarchand-Chauvin & Tardieu, 2018) during the year of their initial training, and their “in-between” position – half-student and half-teacher – can make it even more painful and difficult to cope with. During this transitional period, which...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2020-06-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/535 |
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| author | Marie-Claire Lemarchand-Chauvin |
| author_facet | Marie-Claire Lemarchand-Chauvin |
| author_sort | Marie-Claire Lemarchand-Chauvin |
| collection | DOAJ |
| description | Pre-service teachers undergo many emotional episodes (LeMarchand-Chauvin & Tardieu, 2018) during the year of their initial training, and their “in-between” position – half-student and half-teacher – can make it even more painful and difficult to cope with. During this transitional period, which could be compared to adolescence, pre-service teachers’ professional identity is gradually going to develop and emerge. This research was conducted with two cohorts of pre-service English teachers from the academy of Créteil (France). It is based on the hypothesis that their metamorphosis process could be sustained through the sharing their emotions (Rimé, 2005) with their peers in support groups, sessions of analysis of professional practice (Clos, 1999; Etienne & Fumat, 2014) based on empathic listening, and through body and voice expression workshops (Pujade-Renaud, 1984; Tellier & Cadet, 2014). Setting emotions and empathy at the core of pre-service teachers’ training could give novice teachers access to reflectivity (Schön, 1983, 1987), to professional growth or metamorphosis. |
| format | Article |
| id | doaj-art-10a38dc5871945b48ec90f557d4ec755 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2020-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-10a38dc5871945b48ec90f557d4ec7552025-01-10T14:06:33ZfraNantes UniversitéRecherches en Éducation1954-30772020-06-014110.4000/ree.535Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de CréteilMarie-Claire Lemarchand-ChauvinPre-service teachers undergo many emotional episodes (LeMarchand-Chauvin & Tardieu, 2018) during the year of their initial training, and their “in-between” position – half-student and half-teacher – can make it even more painful and difficult to cope with. During this transitional period, which could be compared to adolescence, pre-service teachers’ professional identity is gradually going to develop and emerge. This research was conducted with two cohorts of pre-service English teachers from the academy of Créteil (France). It is based on the hypothesis that their metamorphosis process could be sustained through the sharing their emotions (Rimé, 2005) with their peers in support groups, sessions of analysis of professional practice (Clos, 1999; Etienne & Fumat, 2014) based on empathic listening, and through body and voice expression workshops (Pujade-Renaud, 1984; Tellier & Cadet, 2014). Setting emotions and empathy at the core of pre-service teachers’ training could give novice teachers access to reflectivity (Schön, 1983, 1987), to professional growth or metamorphosis.https://journals.openedition.org/ree/535writing and readingemotions and mental healthteacher trainingteacher identity and professional |
| spellingShingle | Marie-Claire Lemarchand-Chauvin Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de Créteil Recherches en Éducation writing and reading emotions and mental health teacher training teacher identity and professional |
| title | Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de Créteil |
| title_full | Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de Créteil |
| title_fullStr | Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de Créteil |
| title_full_unstemmed | Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de Créteil |
| title_short | Les émotions au service de la métamorphose identitaire des professeurs stagiaires d’anglais de l’académie de Créteil |
| title_sort | les emotions au service de la metamorphose identitaire des professeurs stagiaires d anglais de l academie de creteil |
| topic | writing and reading emotions and mental health teacher training teacher identity and professional |
| url | https://journals.openedition.org/ree/535 |
| work_keys_str_mv | AT marieclairelemarchandchauvin lesemotionsauservicedelametamorphoseidentitairedesprofesseursstagiairesdanglaisdelacademiedecreteil |