| Summary: | The article documents the activity of teachers in a situation of professional uncertainty, when they are engaged in encouraging pupils to debate values as an object of learning and development with an emancipatory purpose. Despite their compliance with official instructions, the literature review mentions teachers having difficulty with tasks aimed at the personal development of pupils. Supporting a transformative and comprehensive approach to ‘activity’, we use experience heuristically. We approach it from the standpoint of norms and values using conceptual and methodological tools developed using the ergologic method (Schwartz, 2000). A longitudinal data collection system was set up over a school year. The results show a professional development marked first of all by a challenge to professionality that disrupts the standards. We then identify changes in the norms of the profession that cause an obstacle to professionality. Contrary to the logic of routine action, the mobilization of counter-intuitive gestures is recognized as a lever that might produce the expected effects on pupils. However, this configuration involves approaching professionality as a dynamic and not as a state, a stable fact.
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