This article focuses on the professional development of novice teachers. It presents the results of a dialectical-critical qualitative study based on focal groups, semi-structured interviews and participant observation with a group of teachers that tried to understand the formative influence of experience in their professional development. The study showed that the professional development of the teachers was marked by multiple influences linked to their personal history. The influence of their mothers and their childhood school experiences seemed to be of particular significance.
Novice teachers; teacher formation; experience; professional development