Transformation de l'enseignement professionnel et rapport au savoir des enseignants : enjeux autour des projets pluridisciplinaires à Caractère Professionnel

Abstract : This thesis is an attempt to shed light on the stakes revealed by the introduction of a specific innovative teaching method, which has played a key role in the evolution of the teaching practices in French technical schools (vocational education in secondary schools). Since the 2000 school year, within the framework of the reform specific to the Integrated Vocational Educational programme, multi-disciplinary projects based upon professional objectives have been introduced as a nationwide practice in vocational education. It seems to be obvious that this research work goes beyond the simple study of these projects and deal with further questioning. Thus, the objective of the present work is to mobilise an approach in terms of knowledge-based relation within the study of the transformations specific to educational system by considering a particular public, that of teachers. More precisely this thesis will examine to which extent the teachers? knowledge-based relation is a crucial element into the implementation of a particular reform aimed at transforming educational programmes in technical schools. The theoretical and disciplinary framework of this thesis is mainly based on that of the Sociology of Education, but it will naturally use some elements from that of the Sociology as well as that of the Sciences of Education.
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Nicolas Euriat. Transformation de l'enseignement professionnel et rapport au savoir des enseignants : enjeux autour des projets pluridisciplinaires à Caractère Professionnel. Sociologie. Université Nancy 2, 2007. Français. ⟨NNT : 2007NAN21024⟩. ⟨tel-01777340⟩

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