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RésuméDans la situation actuelle de crise éducative, l’accompagnement des enseignants débutants constitue un enjeu important. Cet article s’appuie sur des données issues d’entretiens avec des néotitulaires du second degré ayant vécu deux types d’accompagnement aux débuts dans le métier. L’analyse de ces deux modalités fait apparaître que les remaniements subjectifs qu’impliquent les débuts dans le métier sont prépondérants alors que les discours manifestes se polarisent sur l’apprentissage des gestes professionnels. C’est pourquoi l’accompagnement des débutants doit favoriser l’expression des plaintes, des craintes et des ambivalences qui participent du processus de sujectivation et se constituer comme un lieu pour leur traitement.

Within the current situation of an education crisis, the mentoring of newly appointed teachers is a real issue. Our article is based on data from interviews with newly appointed teachers in secondary school who experienced two types of mentoring at the beginning of their job. For some of them, it deals with the observation of the classroom and what happens to colleagues. Then, from the traces of the observation, it allows for a working through in duo or in group. For others, the setting is a clinical one and facilitates the analysis, within a group, of experienced situations on the basis of a personal narrative. The analysis of these two modalities brings out the preponderance of the subjective reorganisations in the early stages of the occupation, in spite of the manifest narratives which are focused on the learning of professional gestures. Our analysis also shows that, if one would mentor newcomers in this only area, it could prevent from the exploration of these subjective reorganisations. The mentoring also seems to be a maeningful space to welcome complaints, fears and ambivalent feelings of the newcomers as their expression seems necessary for the process of subjectivation.