Accompaniment postures and conceptions: an obvious interrelation? Four cases studied in the context of teacher induction
The question of postures is a relatively recent concern for the actors involved in teacher education. It is important for the teacher educator to identify the postures he adopts so that the student teacher can learn to practice his profession independently and develop his professional singularity. In the same way, the mentor during the induction period, by adopting certain postures, plays a major role in the professional development of the beginning teacher. These aspects have been the subject of a doctoral research conducted through a qualitative multiple-case study in a context of teacher induction. From the conversations between the mentors and the beginning teachers, several postures were identified. In addition, semi-structured interviews with the mentors revealed their conceptions relating to the accompaniment, which gave an orientation to the postures adopted. Once the theoretical framework of the accompaniment postures exposed, this paper states the link between these and the ethical principles underlying their practice, the vision of their role and their position towards the beginner.