Continuities and discontinuities of the temporalities experienced in educational, training, and professional activities

This contribution deals with the issue of temporal challenges (Grossin, 1996; Roussel, 2013) highlighted in present educational, training, and professional activities. The chosen approach concerns the articulation of (or the opposition between) long and short time because of its implications that interrogate both the individual and the institution in the construction of a formative or/and professionalization process. The forms of temporal duration, characterized by plural and heterogeneous configurations (Roquet, 2018), are marked by forms of continuity and discontinuity in the concrete realization of a professional development. Based on a series of research articles that aim to question that articulation, the objective of the contribution is to identify the intersection of continuities and discontinuities in long and short time in the social, educational, and professional field. We point out the effects of temporal articulations, shifts, synchronization, and desynchronization that contribute to the visibility of professionalization processes and identity constructions by creating spaces of temporal tensions, alternating periods of continuity/periods of ruptures in personal and professional life. The dilemmas and temporal tensions between long and short time can be found in professional training issues (teacher training, social worker training, support worker training, volunteer training, entrepreneur training) as well as in the professional experience of a job, in particular in occupation linked to the exercise of relations with others (specialised educators, educational managers).