Abstract
To ensure the nondenominational nature of the Ethics and Religious Culture program (ERC), teachers are required to adopt a professional stance of impartiality rather than neutrality. The objective of this article is to analyze teachers’ reflections on their professional stance of impartiality. Taken from a doctoral research, this article summarizes the definitions of impartiality arising from the implementation of the ERC program in secondary schools. The following elements are presented—the impartiality requirement in the ERC program, the qualitative research methodology, the analysis of semistructured interviews of secondary teachers, and a typology of teachers’ impartiality professional stance.
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