Formation à l'éthique professionnelle des enseignants de langue-culture: Constats et perspectives

Drawing on the evidence that the intercultural approach in the didactics of languages and cultures is a normative approach, together with the postulate that this approach, applied to the education of teachers, forms their professional ethics, the author questions the legitimacy of the intercultural approach to establish the professional ethics of language and culture teachers. Confronting the normative discourse of the intercultural approach with the effective practice of teachers, he highlights a pernicious gap between a consensual intercultural approach and conflicting teaching practice. By challenging the limits of the intercultural approach, the author reflects on the means to escape its primacy in the education of teachers. Defending the thesis that the conflict can constitute a positive process, he then analyzes certain approaches and tools already tried in the field of science education or social work which would allow a more effective response to the requirements of professional ethics training.