L’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-cultures
Teachers’ professional identity is a component of professionality closely linked to students’ learning. It is both a provisional state and a living process (Gohier et al., 2001). Due to their disciplinary and cross-disciplinary dimensions, languages and cultures contribute to research into professio...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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ACEDLE
2024-05-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | https://journals.openedition.org/rdlc/13760 |
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| _version_ | 1846131722041688064 |
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| author | Séverine Behra Agathe Chassard Hélène Erikson Églantine Guely Costa Dominique Macaire Kossi Seto Yibokou |
| author_facet | Séverine Behra Agathe Chassard Hélène Erikson Églantine Guely Costa Dominique Macaire Kossi Seto Yibokou |
| author_sort | Séverine Behra |
| collection | DOAJ |
| description | Teachers’ professional identity is a component of professionality closely linked to students’ learning. It is both a provisional state and a living process (Gohier et al., 2001). Due to their disciplinary and cross-disciplinary dimensions, languages and cultures contribute to research into professional identity as a dynamic system (Cicurel, 2011; Muller, 2021). The professional identity of teachers of (foreign) languages and cultures deserves to be considered in the light of diverse multilingual and societal contexts, as well as the issues linked to every student’s academic achievement, as suggested by recent international reports (OECD, 2022).Our study is based on the end-of-module assessment of language didactics students in the first year of a master’s degree in primary education (in France). The assessment situation invited the students to reflect on their future professional activity by highlighting the role of languages and cultures. We analyzed the range of interrelationships between the various indicators derived from the examination papers in order to reveal traces of a professional identity and their unique manifestations for these students. |
| format | Article |
| id | doaj-art-3cbff787d27a4f4ea63218a5e5617c43 |
| institution | Kabale University |
| issn | 1958-5772 |
| language | English |
| publishDate | 2024-05-01 |
| publisher | ACEDLE |
| record_format | Article |
| series | Recherches en didactique des langues et des cultures |
| spelling | doaj-art-3cbff787d27a4f4ea63218a5e5617c432024-12-09T15:30:04ZengACEDLERecherches en didactique des langues et des cultures1958-57722024-05-0122210.4000/11qaaL’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-culturesSéverine BehraAgathe ChassardHélène EriksonÉglantine Guely CostaDominique MacaireKossi Seto YibokouTeachers’ professional identity is a component of professionality closely linked to students’ learning. It is both a provisional state and a living process (Gohier et al., 2001). Due to their disciplinary and cross-disciplinary dimensions, languages and cultures contribute to research into professional identity as a dynamic system (Cicurel, 2011; Muller, 2021). The professional identity of teachers of (foreign) languages and cultures deserves to be considered in the light of diverse multilingual and societal contexts, as well as the issues linked to every student’s academic achievement, as suggested by recent international reports (OECD, 2022).Our study is based on the end-of-module assessment of language didactics students in the first year of a master’s degree in primary education (in France). The assessment situation invited the students to reflect on their future professional activity by highlighting the role of languages and cultures. We analyzed the range of interrelationships between the various indicators derived from the examination papers in order to reveal traces of a professional identity and their unique manifestations for these students.https://journals.openedition.org/rdlc/13760teacher educationprofessional identitylanguages and culturesprimary school in France |
| spellingShingle | Séverine Behra Agathe Chassard Hélène Erikson Églantine Guely Costa Dominique Macaire Kossi Seto Yibokou L’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-cultures Recherches en didactique des langues et des cultures teacher education professional identity languages and cultures primary school in France |
| title | L’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-cultures |
| title_full | L’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-cultures |
| title_fullStr | L’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-cultures |
| title_full_unstemmed | L’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-cultures |
| title_short | L’identité professionnelle de futurs enseignants de l’école primaire au prisme des langues-cultures |
| title_sort | l identite professionnelle de futurs enseignants de l ecole primaire au prisme des langues cultures |
| topic | teacher education professional identity languages and cultures primary school in France |
| url | https://journals.openedition.org/rdlc/13760 |
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