[en] This paper is based on current doctoral research investigating recognition processes that condition professional identity construction of novice teachers at the beginning of their career.
This study focuses on a specific stage of professional integration which is the traineeship and analyzes accompaniment strategies that trainees consider to be positive to the development of their capacity to act as a part of their professional skills. Three case studies are presented. They report on self-recognition mechanisms that support the development of valued professional self-images and the emotional dynamics that these processes involve.
