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Dirassat

Abstract

In France, primary school teachers are considered "generalist teachers" capable of expertly teaching all subjects. This ambitious vision of the "ideal teacher," defined by the 2013 French professional competency framework, can lead to professional distress, particularly in foreign language teaching where many primary school teachers feel inadequate.

To improve the well-being of future primary school teachers during language lessons, an innovative teacher training based on children's literature was tested with first-year Master's students in education. The study began with a questionnaire assessing their self-perceived English level and emotions towards teaching it, revealing linguistic insecurity and negative feelings such as anxiety and shame.

The training then focused on children's literature, a familiar and positive domain for future teachers. Students explored the codes of this literary genre, created their own picture books, and practiced expressive reading. Filmed sessions and self-confrontation demonstrated that using familiar materials significantly strengthened students' confidence and sense of self-efficacy when teaching foreign languages.

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