Towards an effective and innovative accompanying approach in the ict-statured 21st century: Case of the professional integration of novice teachers

Abstract

The entry into force in 2019 of the experimentation of the support system novice teachers is a promising strategy, to facilitate social and professional integration and entry into the teaching profession. The process put in place allows professional development, increased work performance and computer-based learning. It also contributes to improving the quality of teaching learning. At the beginning of career, the exercise of the teaching profession appears problematic for novice teachers, who should in the daily routine of the class, make inappropriate educational and pedagogical choices. Early experiences threaten the quality of the professionalization process and pursuing their careers. In the actual context, the professionalization system raises questions. The question of socio-professional integration and construction the professional identity is currently under explored in the field of teacher training. The object of study would attempt to examine finely the activities of trainers and novice teachers, to identify their representations with regard to professional situations, as well as the modelling of the main factors, which hinder the development of professional skills. To better understand the supervision they need, it is important in this sense to understand the role of support in the identity and ICT integration in the professional development of teachers.