000			02004cam a2200349 4500500
005			20250112050022.0
041			_afre
042			_adc
100	1	0	_aChirot, Patricia _eauthor
700	1	0	_a Raffin, Carole _eauthor
700	1	0	_a Ghedir, Said _eauthor
245	0	0	_aRepresentations of the profession of secondary school teacher, before and after teaching experience: From the transmission of knowledge to the consideration of trust-based relationships
260			_c2023.
500			_a25
520			_aTeachers usually consider their work as an opportunity to transmit knowledge. A recent study conducted with secondary school teachers, before and after teaching experience, shows an evolution characterized by the necessity of maintaining fulfilling teacher-student relationships, in which feelings of mutual trust are key. In addition, pedagogical methods are undergoing a tremendous change, in which digital technologies are playing a major role. This research investigates the possibility of assessing teacher satisfaction today in view of the professional development of teachers, who face unpredicted socio-educational issues when they enter the profession. Therefore, the way in which professional identity is submitted to a subjectivation process depends on the meaning granted to teaching activity, based upon its usefulness. In that way, teaching could be related to a feeling of happiness.
690			_atask
690			_aexperience
690			_asubjectivation
690			_atransmission of knowledge
690			_aprofessional identity
690			_atrust-based relationships
690			_aactivity
690			_atask
690			_aexperience
690			_asubjectivation
690			_atransmission of knowledge
690			_aprofessional identity
690			_atrust-based relationships
690			_aactivity
786	0		_nPhronesis | 12 | 2 | 2023-03-06 | p. 166-183
856	4	1	_uhttps://shs.cairn.info/journal-phronesis-2023-2-page-166?lang=en
999			_c196812 _d196812