Session Information
23 SES 08B, Teacher's Work - Teacher's Training
Paper Session
Time:
2008-09-12
08:30-10:00
Room:
B1 114
Chair:
Anne Larson
Contribution
In the French education system, the concept of "competence" was popularized through the assessments of academic level : the reference frames mobilized by the DEPP (Direction de l'Evaluation, du Pilotage et de la Prospective) to describe the assets of pupils help to evaluate the ability to pass by the higher cycle. But the upper-secondary school remains slightly equipped to assess the non-strictly academic aptitudes of pupils : the most remarkable indicators are quantitative (rate of access and success to the Baccalaureat), related to the general level of the establishments. Nonetheless, since the end of 1990's, a "logic of competences" develops, both through the set-up of interdiciplinary devices ("Itinéraires de Découverte" within the lower-secondary school, "Travaux Personnels Encadrés" within the upper-secondary school), and through the management of the professional insertion of the pupils of the vocational training, and the evaluation of "practical-knowledge" distinct from theoretical-knowledge creates tensions in the French model of carrier-guidance.
Up to what point does the logic of comptence recompose instituted professional routines and modify teaching practices and their associated standards ? How does the "practical knowledge" question the borders between the "guidance of school-orientation"and the "guidance in vocational insertion" ? Which dilemmas and competition of roles appear through the development of this frame of reference ?
Method
Collect of documents, ethnographic observations, interviews.
Expected Outcomes
The present communication wishes to show that the "logic of competence" could not be understood as rhetoric purpose resulting from the expansion of a "managerial spirit" : it hustles very concretely the regulations of role, involving at the same time professional resistances and acknowledgements, and questioning the well-known "autonomous regulation" of the French education system.
References
Abbott A., The system of Professions. An essay on the Division of Expert Labor, Chicago, U. of Chicago Press, 1988. Buisson-Fenet H., "Les Actions Courtes Qualifiantes et les philosophies scolaires de l'insertion" in Baron C., Dugué E., Nivelle I., La place des jeunes dans la Cité, tome 1 : de l'Ecole à l'emploi ?, Paris, L'harmattan, 2005. Cattonar B., Maroy C., "Rhétorique du changement du métier d'enseignant et stratégie de transformation de l'institution scolaire", Education et Sociétés n°6, 2000/2, p.21-42. Freidson E., Professional Powers, a Study of the Institutionalization of the Formal Knowledge, Chicago, U.of Chicago Press, 1986.
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