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In this article, we seek to compare the "offer of professionalization" in initial training to the dynamics of socialization and professional development of beginning primary school teachers, in the light of their of their difficulties to teach a part of their students, mostly from popular backgrounds. Our study is based on interviews conducted with trainee teachers at the end of their training, the national official texts framing the teacher training, the models and descriptions of the MEEF master courses, the supports and the course notes in several ÉSPÉs. The data show that initial education largely conceals or isolates the contributions of research that apprehends the teaching practices and difficulties of students as socially constructed and situated. Despite orders to implement "good practices", considered "effective", or even democratizing, primary school teachers ultimately have few resources to act on the conditions of equal access for all to school knowledge.

This contribution focuses on the trainers in the physiotherapists' initial training at the time of the 2015 studies reform. Using an online survey addressed to the French physiotherapy training institutes, the study seeks to understand the ways in which trainers appropriated this reform. The results highlight trainers' representations about the training activity and reform effects on them. They reveal an ambiguous process of universitarization / professionalisation as well as tensions and contradictions in the report to training activity. The training issues that emerge for the trainers themselves show the promising contributions by the sciences of education field.

This research studies the experimentation led from September 2016 to January 2017 in the Occupational therapy training Institute in Toulouse. It consisted in sending first-year students in immersion in physical therapy and rehabilitation services. Health-care professionals would present their activity and the students for their part, could observe situations of care and exchange with the team. Students’ feedback of their experience, encouraging the expression of their “astonishments”, took the shape of individual questionnaires and debriefing sessions in small groups. The analysis highlights the determining role that immersion plays in the emergence of questioning and astonishment relative to the approach of the patient, disease, health-care professional activity, and the professionalisation process of students themselves.

The goal of this article is to review and question the general framework currently used for professional internships at the University. Does the internship fit into the continuity of the sandwich training ? Indeed, are we talking about a phenomenon that has full formative value or about one capable of sending a signal to the f the labour market in the need for quickly operational skills ? These questions have lead the author to analyse internships from economic and legal point of view and to observe the evolution of internship towards a form of employment contract. First, this study uses empirical data from semi-structured qualitative interviews with a range of companies in the pharmaceutical / chemical industry in the Alsace region (France). In the second phase, the same companies responded to an online questionnaire aiming at identifying their perception of the trainees role within their corporate professional teams.

Entrepreneurship is a sought-after research topic and the fields of education and skill training are no exception. However, the latest models of the entrepreneurial process agree on the complexity of this research topic. Studying the professionalisation process of the entrepreneur requires inspecting and reinventing the conventional study methods. This article presents, from a methodological angle, an investigation aiming to study the professionalisation of the business-runner entrepreneur. To understand the trends in this process, this study articulates two methodological and theoretical frameworks stemming from the biographical method: the ethnosociological investigation and the biographical approach. This multi-fold perspective allows one to study the professionalisation process in its entirety: anchored in a specific environment but also in a life path.

This paper presents a collaborative research, based on the work of a steering committee in charge of implementing an innovative training scheme to support the equestrian artists’ (EA) professionalisation. The article analyses the exchanges in the five meetings from this committee with regard to the concept of professionalisation and the actor-network theory. The results show that the steering committee constitutes a relevant socio-scientific space to study the two heuristic and praxeological dimensions of this technological research. This space allows, under ethical conditions, not only the understanding of the institutional, political, social, cultural and economic stakes of the EA world but also the co-construction of a relevant training scheme and the production of results in an epistemic nature on the EAs’ professionalisation process.

Equestrian artists (EA), with their multiple characteristics, are poorly identified in the world of performing arts. The issue of professionalisation of the sector is not perceived in the same way by the actors concerned. The contribution focuses on the relationship of AEs to training and is based on a plural data collection: semi-directive interviews (n=31), and interviews carried out on the basis of traces of the activity in a prototypical training course. The latter, designed by a team of researchers in the context of technological research, was experienced in total immersion for a week (researchers and AEs). The inter-level approach makes it possible to understand the modes of learning favoured in the course of the AEs; moreover, it opens up the experience lived by the latter, engaged, with the researchers, in a training intended to test the proposals and to adjust the professionalization project. The results open up a reflection on what this research produces in terms of knowledge, and on what it engages/transforms at the collective and individual levels.