نبذة مختصرة : International audience ; Since the publication of the Bertrand report (2014), the transformation of pedagogy has become a major concern for the French University. Among the main recommendations of this report, the valorization of teaching to enhance student success has become a focus of the calls for projects that have multiplied to support transforming projects.With the aim of recognising and enhancing the value of teaching and, more broadly, deploying a culture of scientific and teaching excellence within the Université Gustave Eiffel, a research-action carried out within the framework of the former I-SITE FUTURE project has been implemented. The objective of this research-action is to support the professional development of teachers by proposing a model allowing teachers of the former I-SITE FUTURE consortium to evaluate their teaching practices (Berthiaume and Rege-Colet, 2013 ; Duguet and Morlaix, 2012), taking into account the context of their teaching (Laperrouza, Lanarès et Sylvestre, 2019; Sylvestre), students' learning practices (Duguet and Morlaix, 2012) and their expectations as well as the framework document "Repères pour l'exercice du métier d'enseignant-chercheur" (MESRI, 2019). The objective of this contribution is to present the results of the semi-directive interviews conducted with teachers (N=33) of the Gustave Eiffel University in the framework of the EVES research-action by highlighting the indicators of reflexivity and the avenues of valorization. ; Depuis la publication du rapport Bertrand (2014), la transformation de la pédagogie est devenue une préoccupation majeure de l’Université française. Parmi les principales recommandations de ce rapport, la valorisation de l’investissement pédagogique des enseignants dans une perspective du renforcement de la réussite étudiante est l’un des axes des appels à projets qui se sont multipliés dans une volonté de soutenir les projets transformants.Dans l’objectif de reconnaître et de valoriser l’investissement pédagogique, et plus largement de ...
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