New teachers’ professional integration as an indicator of the external effectiveness of training and the equity of professional achievement

Economic and sociological reflections on the integration of graduates from the Valais University of Teacher Education

Abstract

This article focuses on the professional integration of graduates from the Valais University of Teacher Education. A quantitative analysis of empirical data from a survey shows that the labour market integration of respondents (77% response rate) three months after graduation, all sectors combined, is overall good but varies according to respondents’ profiles. This survey reveals a high level of external effectiveness of the training but an inequity of professional achievement. Indeed, men’s integration seems better than that of women who are more likely to work at a reduced activity rate, in several municipalities and as replacement teachers.