| Summary: | The latest reforms in the status of university teachers place specific emphasis on preparing them for university level teaching. The implementation of such measures is taking place alongside changes to university structure and teaching methods (teaching to mass audiences, the introduction of digital teaching methods), which in turn reflect wider social transformations. However, these transformations may provoke feelings of unease amongst university teachers. It is therefore necessary to examine the role and the effects of the support mechanisms put in place for those who must adapt to such changes.This study will be founded upon the creation of the Perl, a service of Sorbonne Paris City University, with the aim of determining the ways in which such a project influences the creative process of the thirteen language specialists recruited to design online learning resources. Interviews carried out at two different moments during the project will shed light on the main points to take into account when accompanying teachers through such a transformation of their working environment. In particular, we will show that a personalised approach to the evolution of teaching styles is necessary to show that there is no generalised "resistance to change", but rather the preoccupations of individuals faced with an ever-evolving social, educational, and institutional framework.
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