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Federation Wallonia Brussel from Belgium is engaged in a reform aimed at developing personalized support to sustain differentiation: an additional teacher is in the classroom for a few hours. This paper relates the experiment with 10 schools at the level of the 5-8 years old. Its objective is to document the evolution of representations and practices of differentiation and collaboration. Individual questionnaires were submitted to teachers one year apart. Analysis of data revealed a broadening of pupils' conceptions. The presence of an additional teacher in the classroom developed a collaborative dynamic and a differentiation beyond the classroom space. At the end of our investigations, it seems that the representation of teacher's working time doesn't integrate the collective dimension yet and constitutes an obstacle. [ABSTRACT FROM AUTHOR]

The first years of teaching often called induction have been extensively studied in particular since the 2000s. Having a strong influence on the fate of the teacher, these early years are part of a longterm process that begins before entering the career. The purpose of the current article is to propose a panorama of the main scientific literature on the career entry with the aim to characterize and reflect the changes associated to this period of the career. Accurately, this paper is based on national and international empirical work on these beginnings in teaching. How do researchers describe the first steps of beginning teachers? Have they identified characteristic phases during these first years of teaching? Are there particular difficulties and specific experience during that period? Are there any typical changes identified during these first years of teaching? These questions will provide a framework to this paper. [ABSTRACT FROM AUTHOR]