De l'acculturation à la subjectivation: Approche de la formation des enseignants.

This article provides a comparison between French and British approaches to the formation of teacher identity. In both of the countries, teachers come across complex situations that force them to choose between furthering their professional career or dealing with these complex situations. The author suggests that to fully grasp this dichotomy, it is necessary to shift from a framework of acculturation to that of subjectivation.