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Coéduquer : quels enjeux pour l’identité enseignante ?

Abstract : In this article, the post-project analysis of two schemes involving different players allows to enquire the psycho-pedagogical dimensions of educational interventions carried out by teachers, on the Reunion Island. The first scheme refers to the development of health education in the academy whereas the second questions the conditions of a collaboration between novice teachers and their temporary tutors. The reflection is based on various corpora ranging from the analyses of written material and in situ observations, to questionnaires addressed to the teachers, the pupils and the families. The analyses allow to question the modalities, the reference points and the tensions which cross collaborative work since it considers the players’ participation and decision making, the presence of differentiated representations, cultures and socializations, the requirement for results and the slow progression of work which requires time and consultation, in view of a durable collective construction. The results underline how collaborative work is considered through its dynamics and its integration within an ethical framework, which suggests taking into account the players’ representations, the evolutions of self-esteem and professional identities, as well as the contexts in which they develop.
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Submitted on : Tuesday, July 13, 2021 - 2:00:18 PM
Last modification on : Tuesday, December 14, 2021 - 3:42:04 PM
Long-term archiving on: : Thursday, October 14, 2021 - 7:03:34 PM


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  • HAL Id : hal-01461511, version 1



Christine Françoise, Maryvette Balcou-Debussche. Coéduquer : quels enjeux pour l’identité enseignante ?. Éducation, Santé, Sociétés, Editions des archives contemporaines, 2016, 3 (1), pp.87-101. ⟨hal-01461511⟩



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