TY - JOUR TI - Une étude de la cohérence en germe dans les pratiques de professeurs des écoles en formation initiale puis débutants AU - Mangiante-Orsola, Christine T2 - Recherches En Didactique Des Mathématiques AB - This article comes from a research study that examined the genesis of the practices of three primary school teachers during their initial training and their first year of teaching. Using an original methodology that borrows from didactics of mathematics and from cognitive ergonomics, we studied the teachers’ activity as a process of modifying the original task proposed by trainers or by educational books. The study of sessions performed within the framework of the Analysis of Professional Practices Workshops (a training system centered on the analysis of beginning teachers’ actual practices), together with the study of the sessions conducted during the first year of practice, provided an account of each teacher’s personal trajectory and revealed the embryonic coherence in their practices. This coherence was manifested through regularities in the manner of changing the prescribed task at different levels (those of representation, redefinition, and performance of the task). In the elaboration of the plan up to its implementation, each teacher drew on information from three sources of support and constraint: the institutional prescriptions, the teacher’s activity, and the pupil’s activity. The teacher’s practices were characterized by the way he or she took the sources into account and analyzed them. Finally, the results led us to question the role of individual characteristic of embryonic coherence in the genesis of practices. DA - 2012/// PY - 2012 VL - 32 IS - 3 SP - 289 EP - 331 J2 - RDM LA - FR SN - 0246–9367 UR - https://revue-rdm.com/2012/une-etude-de-la-coherence-en-germe/ ER -