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Dans son quotidien professionnel, l'enseignant doit faire face à une multitude d'imprévus et s'adapter constamment. Nous observons la dimension inconsciente du bricolage. Notre travail s'appuie sur trois vignettes didactiques cliniques. Ces trois cas exposés rendent compte de la dimension inconsciente de leur adaptation qui serait pilotée par leur déjà-là et des motifs variés de cette adaptation. Entre impossible à supporter, sujet supposé savoir et maintien de l'espace psychique de la classe, divers concepts issus d'une orientation psychanalytique nous permettent de saisir davantage les processus du bricolage inconscient, et nous donnent des orientations pour la formation des enseignants. [ABSTRACT FROM AUTHOR]

What does the expression «teacher's difficulty» refer to: a difficulty in teaching, a learning difficulty perceived by the teacher or a learning difficulty perceived by the student? We rely on the clinical didactic vignette of Viviane teacher of French and four of his students in vocational high school during a writing sequence (from verbatim courses, interviews semi-directed and texts produced by students). The congruence between the three levels superimposed behind this«teacher's difficulty» is not always present and suggests that it would exceed the strict knowledge and would be connected with the subjects of the situation. With the framework of clinical didactics, considering the Freudian unconscious, we propose to examine the part of transfer in this difficulty. This would help to think of it as a motor of the relationship, explorable in teacher training. [ABSTRACT FROM AUTHOR]