FROM ENGINEER-PROFESSOR TO PROFESSOR OF ENGINEER: TEACHING IN (TRANS)FORMATION

: In this paper, the objective is to analyze the formation of the engineer-teacher, based on the trajectory of the profile of Engineering courses, which do not have as their main purpose the didactic-pedagogical constitution. This professional acts as a teacher in Higher Education, most of the time, after having taken only a bachelor's and postgraduate course in the specific technical-scientific field of work. The aim is through narrative interviews with six engineer-teachers, to understand what they narrate about their constitutions as teachers, and how they built their classroom practices. through the look of reflexivity, in the concept of Sch & ouml;n (2000). It appears that graduation does not make them professors and the institutions in which they work do not favor pedagogical training spaces. It is up to the engineer-teacher himself to build his own trajectory, often based on a solitary reflection on the mistakes and successes of his practice.