| Summary: | This study examines the spatial dimension of public secondary school teachers' careers, which often begin in priority schools. Based on biographical interviews, it confronts the effects of teachers' social properties and the context of secondary education, characterized by significant divisions between different types of schools and very unequal working conditions. The context of the Paris region is framed by urban and school segregation. Using labour geography, this paper explores the trajectories of teachers' careers, highlighting the interplay between geographic mobility and professional development. The trajectories vary, including those who focus on priority education, those who seek to escape or avoid certain situations, and those who aim for advancement. The narratives of these trajectories demonstrate the diversity of experiences. These trajectories reflect different approaches to work, influenced by factors such as gender, social and geographic background, and activist commitments.École, Genre, Île-de-France, Inégalités, Mobilités, Trajectoires
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