1. High school teachers put to the test by career guidance education: A professional identity between illegitimacy and uncertainty.
- Author
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PANNIER, CHLOÉ and MICHAUT, CHRISTOPHE
- Subjects
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HIGH school teachers , *PROFESSIONAL identity , *YOUNG adults , *SECONDARY school teachers , *ILLEGITIMACY , *VOCATIONAL guidance - Abstract
In France, the "Student Orientation and Success" law of March 8, 2018 created the Parcoursup platform and strengthened the role of secondary school teachers in supporting young people's orientation. Not trained for this, they nevertheless have to deal with this mission and the new features induced by the platform, which is the subject of strong criticism, particularly due to the inequalities it generates. The potential adjustments needed to deal with it then call into question the professional identity of secondary school teachers. The research focuses on how they accept or resist the reform through the prism of its reception and implementation. 23 high school teachers were interviewed in comprehensive semi-directive interviews. The results reveal a lack of training and skills in this area among the respondents. The latter feel illegitimate and remain uncertain about the effects that their support can have on the students' paths. Despite their converging perceptions regarding orientation, the latter reinterpret and adjust to this mission according to their seniority, their discipline and the context of their establishment. They are led to operate a "tinkering" to adapt as best as possible to the injunctions. In France, the "Orientation and Student Success" law of March 8, 2018, created the Parcoursup platform and strengthened the role of high school teachers in guiding young people in their orientation. Untrained for this, the latter nevertheless have to deal with this mission and the new features induced by the platform, which is the subject of strong criticism due in particular to the inequalities it generates. The potential adjustments required to cope with this challenge the professional identity of high school teachers. The research focuses on how the latter accept or resist the reform through the prism of their reception and implementation. 23 high school teachers were interviewed using comprehensive semi-directive interviews. The results highlight a lack of training and skills in this area among the respondents. The latter felt illegitimate and remained uncertain about the effects that their support could have on the students' progress. Despite their convergent perceptions of orientation, they reinterpret and adjust to this mission according to their seniority, their discipline and the context of their school. They have to do a "makeshift job" in order to adapt to the injunctions as best they can. [ABSTRACT FROM AUTHOR]
- Published
- 2024