ÉmoDÉRÉ : un outil réflexif de professionnalisation pour la formation et l’auto-formation des enseignants du second degré

International audience ; The initial training year is a crucial step for trainee secondary school teachers who have passed the teaching competitive exams (CAPES, agrégation). To be granted tenure, they must demonstrate a sufficient level of mastery in the various professional competencies defined in the 2013 Reference Framework for Teaching and Education Professions. Thus, by the end of this year, the training provided should enable them to reach at least level 2 (i.e., sufficient mastery of the targeted skills to act autonomously) on a scale of 4 across all expectations, both in the didactics of their subject and in "constructing, implementing, and facilitating teaching and learning situations that take into account the diversity of students" while establishing classroom management rules that are often difficult to maintain (Saujat, 2004). According to Guimbretière (2014), foreign language trainee teachers have a "special status" (p.27) as they must acquire and implement all professional gestures in both French and the language they teach. Indeed, they must master their voice and prosody in both languages and ensure good communication with students in the target language by "exaggerating to a much greater extent than exists for any knowledge transmission in an endolingual situation" (Guimbretière, 2014, p. 27). All of this represents additional difficulties for these beginning teachers.The first years are often described as challenging and emotionally rich (Lemarchand-Chauvin, 2021) by trainee teachers because their professional gestures (Alin, 2010) are under construction and therefore fragile. Learning part of the week at the National Higher Institute of Teaching and Education (INSPE), and teaching independently in classrooms the rest of the time, trainees are in an uncomfortable and emotionally painful in-between state. However, while the professional and didactic dimension is at the heart of both university and field training, the relational/emotional aspect seems to be given little consideration, as ...