Les valeurs professionnelles de nouvelles enseignantes du primaire au regard de la modernité et de la postmodernité
The integration of new teachers in their working environment is more and more the focus of interest in the education research community. With the upcoming of reflexive practice methods, there is a large space for autonomy in nowadays teaching environments, which can be heavy to handle especially at the beginning of professional practice. Facing this freedom implies a reference  to certain values in order to handle well educational tasks. This master focuses on those values which are inspiring young teachers and help them deal with the beginning of their profession.  Furthermore this work provides an analysis, based on deep reflections of new teachers, which gives an intuitive sense of their values and relations concerning their workplace.  The interpretation of our data is done through the perspectives of modernity and postmodernity, which presently seem to have an important impact on young educators professional values.    The analysis of the survey underlying this work shows, in spite of the presence of common modern and postmodern values, a significant interesting tendency. The interrogated teachers seem to be foremost true to themselves, even if it leads to the abandonment of their profession, a fact which seems to be a reflection of the balance between their professional priorities and their personal values. It is obvious that these young teaching professionals aspire to work in the most possible authentic way. Even if some of them deal with difficulties in facing work flexibility and adaptation, the analysis confirms that these values are well integrated in their professional habitus.
Adaptation Teaching Teaching profession Values New teachers Adaptation Flexibility Authenticity Modernity Postmodernity