IMPLICIT VALUES IN ENVIRONMENTAL EDUCATIONAnalysis of biology/Geology teachers training coursesand of conceptions of French, German and Portuguese futures teachers ; LES VALEURS IMPLICITES DANS L'EDUCATION A L'ENVIRONNEMENTAnalyses de la formation d'enseignants de SVT (Sciences de la Vie et de la Terre) et des conceptions de futurs enseignants français, allemands et portugais.

The Environmental Education (EE) aims to enable pupils to become responsible, to change their attitudes.The first part of the thesis analyses EE of initial Biology/Geology (BG) teaching training courses.The lexical-semantic analysis of secondary school programs gives the frequency of values regarding the respect andresponsibility for the environment. Paradoxically, the BG University training does not take into account thesedimensions (analysis of interviews of course directors, University and IUFM).The second part identifies the Environment implicit values. A long questionnaire was constructed from thebibliographic synthesis. It was applied to 312 future teachers (BG and History-Geography) of three countries (France,Germany, Portugal). The answers were analysed by classical tests and by MCA (Multiple Correspondence Analysis).Three systems of values emerged in the French BG as well as in the total people inquired:• one, ecocentric, typical of French BG• a second one, anthropocentric, dominant in German biology samples• a third one, pathocentric, mainly in Portuguese biology samples.A contrario, the repartition of historian samples is the same in each country: half antropocentric and half pathocentric.These unexpected results open news theoretical perspectives on interaction between disciplinary training and systems ofvalues on nature and environment. ; L’Education à l’Environnement (EE) veut responsabiliser les élèves, modifier leurs attitudes.La première partie de la thèse analyse la formation initiale des enseignants SVT en EE.L’analyse lexico-sémantique des programmes du secondaire quelles valeurs explicites (respect, responsabilité) etimplicites y sont présentes. Paradoxalement, la formation universitaire des enseignants SVT n'aborde pas cesdimensions (analyse de programmes et d’entretiens avec les responsables de filières, Université et IUFM).La seconde partie identifie des valeurs implicites liées à l'environnement. Un long questionnaire, construit à partir desynthèses bibliographiques, a été soumis à 312 ...