Abstract EN:

The purpose of the research is to describe and analyze construction of the self in today's primary-school teachers. It is based on the hypothesis that, following a crystallization of self-feeling instrumental during teacher training, prior to actual classroom experience, the self is contextually invented, in the course of the teacher's classroom career. The empirical study invloved two categories of French schoolteachers who change position or position type, within the framework of village primary schools in rural aeras. Data collected by observation and interview was compiled with sociological interventions during continuing-training sessions, as well as by a series of analyses of such texts as professional journals, biographical accounts of university scholars who were formerly primary school teachers, and disserations. Following a presentation of the images likely to influence the identity-forging processes, the dissertation analyzes the social frameworks offering identity niches to primary school teachers. In part three, the schoolteacher-recruitment process and the sense of "becoming" a schoolteacher are reviewed historically up to the 1980s. The last section is a study of the "reality" of teaching work in the classroom and in primary school.