Representations of The teaching profession, indicator signs of constructing professional identity

Abstract

This article reports on the results of a research on the role of representations in constructing the professional identity of french teachers to be in middle school in initial training at the ENS of Bouzareah in Algiers. Combining the questionnaire survey with the analysis of face-to face interviews carried out  with a group of trainees, our investigations focused on therepresentations of the teaching profession by carrying out a categorical analysis of the content of the collected data. The obtained results show a development in representations after the practical training at schools and confirm the beginning of the process of the professional identity construction in this group of future teachers.