Practice Teaching: Survival in a Marginal Situation
Keywords:
Practice teaching, Student teachers, Teacher education, Professional socialization, Role conflictAbstract
On considère généralement la pratique comme un élément très important de la formation des élèves-maîtres. Cependant, des études démontrent que l'image que les futurs maîtres ont d'eux-mêmes a tendance à diminuer plutôt qu'à augmenter avec les stages et que bien que plusieurs chercheurs aient observé ce phénomène, ils ont rarement essayé de l'expliquer. En conséquence, on propose dans cet article que les stages créent une situation marginale dans la mesure où, dans les écoles, les futurs maîtres ne remplissent pas de rôle leur permettant de légitimer convenablement leur comportement. Plus précisément, ils ne détiennent pas l'autorité dans l'école et ignorent les rituels de la classe. De ce fait, ils se sentent un peu comme des imposteurs et l'image qu'ils ont d'eux-mêmes en souffre. Si ce raisonnement est valable, il implique quelques changements fondamentaux dans la manière dont on forme les enseignants.
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