Aux origines de la pratique des enseignants de SES : déterminer l’origine biographique de l’agir enseignant

This dissertation is grounded in the sociology of teaching work and examines the determinants of pedagogical practices among teachers of economics and social sciences (SES). Based on a qualitative study relying on semi-structured interviews, it analyses how teachers construct, justify and adapt their pedagogical choices over time. The study highlights the central role of socialisation trajectories, both personal and professional, in the formation of teaching dispositions. It also shows that pedagogical practices and their evolution are shaped by multiple injunctions, both external and internal, which are appropriated differently depending on individuals and contexts. This dissertation thus emphasises the situated, constrained and singular nature of teaching practices, and sheds light on the tensions between professional identity, institutional prescriptions and classroom realities.