S’engager dans le travail éducatif

[Autom. eng. transl.] Recent changes in educational work evaluation guidelines and practices have been influenced by processes of rationalization and compliance with established standards. Professional recognition involves evaluation acts not designed for certification but for integration purposes (De Ketele, 1993), capable of inducing improvements in work practices (Jorro 2007). The concept of recognition shifts the axis of knowledge from purely cognitive attitude to reality, to a reciprocal relationship of attestation of the characteristics and abilities of others. On this side, our field research work aims at understanding, describing and modeling the processes of development and maintenance of professional commitment among educators, to stimulate the growth of consciousness and the ability to act professionals involved.