L’identité professionnelle des professeurs des écoles en mathématiques et technologies numériques (MAT&N1d) à l’entrée dans la formation: Un outil de lecture fondé sur le cadre DAaT-DP

<div> School Teachers' Professional Identity in Mathematics and Digital Technologies (MAT&amp;N1d) at Entry into Training: A DAaT-DP-Based Analytical Framework. This article examines primary school teachers' professional identity in mathematics and digital technologies (MAT&amp;N1d) at the onset of training. It mobilises the DAaT-DP framework (Lin, 2025) in an original way: the capture of initial professional identity IP(t₀) -the actor's state at a given point in time, prior to any formal training. Using the QPRO-PE questionnaire administered in Martinique, it produces a national collective portrait and three individual portraits. Results reveal a configuration of constrained openness and a dominant technician epistemic posture. I3 (organisational support) emerges as a public policy variable. </div>