Étude clinique d’un projet numérique de prévention du décrochage scolaire : quels effets sur la professionnalité enseignante ?

Abstract

The paper presents a clinical study of a digital project to prevent early school leaving with the collaboration of different companies within the framework of corporate social responsibility. The implementation is studied for two middle school teachers from Priority Network Education in socially desavantaged areas in the suburb of Paris. The study, carried out through non-participating observations and non-directive interviews, shows that the teachers followed over one year do not modify their practices and do not mention specific transformations since the beginning of their careers. However these teachers, who began working in the National Education system at the beginning of the 2000s, experienced the arrival of Internet and digital equipment in the schools. They continue, with new tools and in an evolving context, to practice their profession as they have understood it since they began. This leads us to question how teachers circumvent transformations in their environment and the fact that transformations (implementation of partnerships and digital tools) do not influence, according to teachers, their core profession.