CAIRN-INT.INFO : International Edition
Page 9 to 16
Page 17 to 32
Page 33 to 46
Page 47 to 59
Page 61 to 74
Page 75 to 87
Page 89 to 103

The vocabulary of training

Page 105 to 117


Page 119 to 130

Debates and controversies

Page 133 to 144

Critical comments & readings

Page 147 to 149
Page 150 to 152
Page 152 to 155
Page 155 to 158
Page 158 to 160
Page 161

If daily teaching practices are based on knowledge and standards, it seems necessary to analyze the following paths: their nature as redefined by teachers themselves, the gaps which exist between learned knowledge and institutional norms, the way in which they are constituted and sustained in relation to values and to perceptions of what is possible and what can facilitate the practice of the teaching profession. The papers in this issue present such analyses from different methodological approaches, at different levels of schooling, in the education systems of several French-speaking countries. They focus in particular on general public representations and the constraints they imply, on the part played by middle managers in the transmission and adaptation of standards, and on the plurality of standards and their evolution. They also deal with the mobilization of the notion of standards in training situations and their existing transformations in such situations.

This journal enables recent research, experiments, innovations, publications, and events in the field of education to be made known. Read more...
Uploaded on on 24/07/2019
ISBN 9791036201738
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