[en] The professional insertion of the professorship has three moments: the first step derived from his own experience as pupils; the second moment, in the initial formation, where the practices and the matter play a fundamental paper (we study these two previous moments) and the third moment, of professional insertion in a real context. We move ourselves in the first and second moment, which they know from his path and what they expect to find on having entered a real center. The aim is to know the expectations of the future teachers of Secondary Education with regard to four categories: Professionalization, promotion, evaluation and expectations (social of satisfaction, of future and problematic). One worked with a pupils? complete cohort that they realized the Master of Secondary Education in the course 2012-2013 that it was promoting 158 pupils. An intentional descriptive-interpretive design and ex post fact has been realized, by means of a questionnaire validated by experts with index of reliability and validity. The future teachers of Secondary have a high vocational index and of inertia. They show a high level of gremial on having recognized the need of initial complementary formation given for equal on having joined the educational centers. The professional promotion goes towards the direction of the center and they despise the educational innovation and the publications. In expectations there are included social questions, satisfaction, vision of future and professional problems. They prove to be slightly participative in politics, in unions, civil participation, museums, libraries, or religious organizations. With regard to the problems stand out the insecurity, the discipline and a certain weariness in the classrooms. Certain degree of skepticism seems to be advisable at the moment of valuing the phenomenon of the expectations the most effective teachers were demonstrating more positive expectations. Also the fact of being an intentional sampling impedes the generalization of results.

[fr] L?insertion professionelle des professeurs passe par trois phases: celle de sa propre exp?rience comme ?l?ve; celle de la formation initiale, dans laquelle les pratiques en situation et la discipline enseign?e jouent un r?le fondamental et une troisi?me phase d?insertation professionnelle dans le syst?me ?ducatif. Notre recherche porte su la premi?re et sur la deuxi?me phase, c?est-?-dire d?une part sur ce que les professeurs connaissent ? partir de leur trajectoire et de leur exp?rience scolaire et, d?autre part, sur les repr?sentations relatives ? leur ?tablissement d?exercice. L?objetif est de conna?tre les repr?sentations des futurs professeurs de lyc?es concernant quatre th?matiques: la professionnalisation, les promotions de carri?re, l??valuation et leurs attentes (en termes de satisfactions, de difficult?s et d?avenir professionnels). Nous avons ?tudi? une cohorte compl?te de 159 ?tudiants de Master d??ducation Secondaire pendant l?ann?e 2012-13 ? partir d?une d?marche descriptive et interpr?tative mobilisant un questionnaire valid? par des experts (sur la base de tests de fiabilit? et de validit?). En terme de professionnalisation, les futurs professeurs de lyc?e revendiquent un haut degr? de vocation et une haute inertie professionelle. Ils font ?galement preuve d?un fort sentiment d?appartenance tout en reconnaisant leurs besoin en terme de formation continu?e pour leur accompagnement de la phase d?entr?e dans le m?tier. Leurs perspectives de promotion professionnelle ciblent la direction du lyc?e et ils se d?sint?ressent de l?innovation ?ducative et les publications. Leurs attentes comprennent: des pr?ocupations sociales minimes: ils se montrent peu impliqu?s dans la politique, dans les syndicats, la participation citoyenne, culturelle (les mus?es, les bibliot?ques) ou religieuse; des difficult?s relatives, relatives a l?ins?curit? du milieu, au maintien de la discipline et ? une certaine fatigue. Pour l?interpr?tation des repr?sentations, une certaine prudence est requise car il s?agit d?un ?chantillon intentionnel, ce qui exclut toute vell?it? de g?n?ralisation. Remarquons toutefois que les professeurs les plus efficaces son ?galement ceux qui font montre des attentes plus positives.