La dimension sociale du rapport à la lecture littéraire d’étudiants en enseignement : un indice du développement de l’identité professionnelle

Abstract

In order to understand how Pre-Service Teachers engage in literary reading as subject readers and future teachers, we proposed the concept of "Relation to Literary Reading (RLR)" for heuristic purposes. The concept of RLR, which was also developed for didactic purposes, illuminates the practice of literary teaching, a practice which creates a space for the sensitivity and responsiveness of students and teachers as subjects-readers, who as subject-readers change through each experience of literary reading. In addition, it was also necessary to conduct an analysis of the linkage between the personal RLR and the didactic RLR of the Teachers in Training. The analysis was conducted following an evaluation of the interviews with the Teachers in Training. The results of the analysis demonstrate that the social dimension is an indicator of the development of the professional identity of these Teachers in Training. Keywords: Didactics of French; Relation to Literary Reading; Subject-reader; Literature Teaching; Teachers in Training.