Echoing the theme of this 30th EERA conference, I propose to share my research work on professional posture which leads me to say that a better knowledge of one's personal and professional posture can be a way to keep one's balance in the world. in the midst of the change in which we live. My 2024 communication proposal is part of the extension of the communication selected for EERA Glasgow 2023 which aimed to shed light on the conditions for the professional development of teacher-researchers. In a phenomeno-praxeological approach the notion of posture is located at the heart of the professional development process at the interface of two axes: one which goes from the subject to the social and another on which the personal and professional dimensions of the process meet. “Posture” is defined as “the manifestation (physical or symbolic) of a mental state, shaped by our beliefs and oriented by our intentions, which exerts a guiding and dynamic influence on our actions, giving them meaning and justification” (Lameul , 2008, 2016). By taking root in this work, my 2024 communication proposal will attempt to provide additional answers to the following questions:

- How to know yourself better so as not to lose your footing in the turmoil of this world?

- How can we become aware of the different dimensions that make up a posture (which make up who we are as humans) ?

I plan to survey nearly 20 teacher-researchers at my university of Rennes currently in teacher training to take their first position. As I did during my thesis work in 2006, I will ask these teachers to complete the online Teaching Perspective Inventory (TPI) questionnaire proposed by Pratt et al. (1998) (https://www.teachingperspectives.com/tpi/). This questionnaire, which combines questions relating to beliefs, intentions and actions in matters of education, allows me to identify the dominant perspectives of teachers in matters of education. It makes it possible to identify a dominant posture according to the importance that the teacher gives to each of the following 5 items: the content to be taught, the educational progression, the learner and his mode of functioning, the process of individual transformation or action on the collective through the individual. The result of this questionnaire will constitute the support for the semi-structured interview that I will then conduct with each of the teachers. My objective will then be to understand more precisely how this dominant postural tendency identified specific to each person was constructed. It is then that I will mobilize my own work to explore how what I call “posture” is constructed by trying to understand it in its different dimensions: biographical, psycho-social, socio-cognitive, ethno-cultural, pragmatic and sensitive. - a biographical dimension that refers to the personal history of the teacher - a psycho-social dimension that evokes one's personal learning experience and relationship to higher education - a socio-cognitive dimension relating to the degree of mastery of knowledge - an ethical-cultural dimension that speaks to its beliefs and values in education and training - a pragmatic dimension that reflects its ability to put into action - a sensitive dimension that captures her emotions and intuitions.

The results presented will be discussed from a double point of view: scientific and pragmatic. This comprehensive survey conducted among new teacher-researchers at the end of their training (may 2024) in my university, which combines questionnaire and interview, should allow me to provide some elements of explanation regarding the construction of a professional posture. It will reveal the dimensions which constitute the strong axis of the posture – the one around which the person’s balance is achieved. It will make it possible to identify dimensions in tension or in a situation of fragility with regard to the currently tormented world of education. Drawing on the results of this additional research, I will identify avenues for documenting and enriching university teaching training: proposing a questioning grid to be integrated into a portfolio for example or designing reflective workshops which would allow access to a better understanding of one's professional posture and thus develop one's power to act on the world (Bandura, 1998). I will discuss how these results from research in a higher education context can be used in other professional and cultural contexts.

Lameul, G. & Deschryver, N. (2016). Instrumenter pour appréhender les postures en pédagogie universitaire, in Lameul, G. (coord.) Postures et activité du sujet : engagement et persévérance dans les projets de formation, in Revue Internationale de Pédagogie en Enseignement Supérieur (RIPES). Lameul, G., Peltier, C. & Charlier, B. (2014). Dispositifs hybrides et développement professionnel : Effets spécifiques des différentes configurations de dispositif sur le développement professionnel des enseignants du supérieur, Education-Formation, e-301, 99-113. Repéré à http://revueeducationformation.be/index.php?revue=19&page=3 Bandura, A. (1998). Personal and collective efficacy in human adaptation and change. In J. G. Adair, D. Bélanger, & K. L. Dion (Eds.), Advances in psychological science, Vol. 1. Social, personal, and cultural aspects (pp. 51–71). Psychology Press/Erlbaum (UK) Taylor & Francis Lameul, G. (2006). Former des enseignants à distance ? : étude des effets de la médiatisation de la relation pédagogique sur la construction des postures professionnelles, Thèse soutenu à Paris Ouest La défense. Lameul, G. (2016). « Le développement professionnel des enseignants-chercheurs : entre recherche et enseignement, l’élaboration d’une posture d’expertise ». https://hal.archives-ouvertes.fr/tel-01496804 Lameul, G. (2023) Posture professionnelle et niche écologique : construction mutuelles et réciproques ? Dans Jérôme Guérin, Stéphane Simonian et Joris Thievenaz (dir) , Vers une approche écologique de l’agir humain en éducation et formation, Octares Loisy, C. et Lameul, G. (2017). Augmenting De Ketele’s model for university pedagogy introduction. International Journal of Educational Technology in Higher Education (IJTHE/RITPU), 14(2). Disponible en ligne : http://www.ritpu.org/ Leduc, D., Ménard, L., Bédard, D., Lameul, G., Gravelle, F., Hoffmann, C., Bégin, C. & Cosnefroy, L. (2016). Observing new professors in class : initial results of the effects of short-term training on teaching practices. Higher Education Research and Development. Pratt, D. D., & Associates. (1998). Five Perspectives on Teaching in Adult & Higher Education. Malabar, FL: Krieger Publishing Collectif DESIR, Transformations pédagogique et numérique dans l’enseignement supérieur : quatre années pour changer les pratiques. Paris, Presses des Mines. https://www.pressesdesmines.com/author-book/collectif-desir/