Abstract
Based on studies of poetry teaching practices in schools, which have highlighted the great stability of the bodies of work taught and practices (Debreuille, 1995; Martin, 2010; Brillant Rannou, Boutevin & Brunel, 2016), our research explores the forms and conditions to dynamize poetry teaching in secondary schools, particularly in its oral dimension. The study is based on the implementation of an action research training, with a public of trainees neotitulaires 3rd year of the academy of Nice. The general objective of the research is to evaluate whether, in the face of the resistance observed and the weight of sedimented practices, action research training can foster innovation. The analysis of the didactic conception of the teachers participating in the system allows to highlight transformations in their professional practices. In particular, certain teaching techniques, such as the "poetic walk", seem to us to reveal a creative appropriation of the training content. At the end of the analysis, it appears that action research with emphasis on training could prove to be a suitable training device for supporting the professional development of teachers in the field of oral poetry, a field perceived as "risky" but also as having strong affective dimensions.