ABSTRACT
The professional objective of any teacher is to impart knowledge, but also to foster and satisfy the desire for knowledge in young individuals. It is thereby also part of the function of a teacher to take an interest in the relation to knowledge, both that of students and their own. Prospective teachers thus have to deal with the question of whether or not wanting to assume this task. By means of a longitudinal qualitative study, the authors of this project engage with the topic of subjectivation and professionalization of prospective teachers, from an explicitly psychoanalytic Lacanian perspective. By way of individual case studies and the elaboration of a typology, this research project aims to ascertain a way of reflecting in a theoretically well-founded manner on successful, abortive, problematic or imperilled developments during the training process.
Keywords:
teaching; relation to knowledge; psychoanalysis; professionalization