Beginner teacher activity and development of the power of act: a clinical prototype
In this contribution we are building on a long-term work conducted within the framework of an intervention-research with Guillemette, a young professor of history- geography working in a “difficult” college. At the time of our first meeting she suffers from not being able to build professional stability needed to consolidate its activity and organizing working conditions and student learning. We show how it is appropriate dialogic device mobilized during the intervention research to make its business development tool. Causing it to revive classroom situations already experienced and increasing social contact with herself, he helped revive the many debates which its activity is the seat and opened the possibility for her to “do something thing “of his concerns, recycling in” occupations “based on compromise renewed and more effective in their dual objective and subjective dimension. The confrontation of the “case Guillemette” in other cases products at other interventions-research, and its subsequent alterations resulting horizontal reconfigurations within this collection of cases, allow us to consider it as a clinical prototype on based on which we sketch the outline of a model of the organizers of career paths through which develops the teaching activity in the nascent state.