Pratiques et modèles pédagogiques de l'enseignement technique

Bibliographic Data

ID8102668
AuthorsPatrice Pelpel (corresponding author)
Year2000
Volume131
Issue1
Pages43-53
Publication date2000-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueRevue française de pédagogie (JOURNAL)
Journal identifiersISSN: 0556-7807 • E-ISSN: 2105-2913
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/rfp.2000.1043
OpenAlexW2133928123
LanguageFR
Citations received5

The French vocational and technical educational system has been developed on the in-school mode. In the technical and the vocational classes of the French secondary schools, the teachers have to deal with particular programs which refer not only to technological knowledge, but to the world of work too. This being done, pedagogical practices belonging properly to this kind of teaching could not be reduced either to an extrapolation of those of the primary level, or to an adaptation of those of the secondary and general system, or even to a transposition of the principles of management of work back into school. By reference to multiple didactic models and to pedagogical plural practice, technical education has been able, during its history, to integrate its own strains for undertaking its specific assignments. Today it is obviously in the pedagogical field that the iden- titary rebuilding is undertaken, this meaning that technical teaching is not only a scientific teaching, and that vocational teaching cannot be reduced to a plain craftsman learning

Linguistics · Mathematics education · Meaning (existential · Pedagogy · Plural · Sociology · Transposition (logic · Vocational education · Work (physics · Computer Science · Education, sociology, and vocational training · Engineering · Psychology · Philosophy

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