Author
Michel Lejeune
Other affiliations: Université de Sherbrooke, Université du Québec
Bio: Michel Lejeune is an academic researcher from École Polytechnique de Montréal. The author has contributed to research in topics: Knowledge level & Tacit knowledge. The author has an hindex of 4, co-authored 19 publications receiving 80 citations. Previous affiliations of Michel Lejeune include Université de Sherbrooke & Université du Québec.
Papers
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15 Jun 2011TL;DR: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating as mentioned in this paper.
Abstract: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.
35 citations
01 Jan 2002
8 citations
01 Jan 2008
TL;DR: In this paper, the authors describe the role of evaluateur (compagnon, jury, or judge) in the evaluation of an educational experience, and propose a set of strategies for evaluation.
Abstract: A l’image des experiences internationales dans le domaine de l’education tout au long de la
vie, le modele quebecois comporte un dispositif de reconnaissance des acquis et des
competences ainsi qu’un dispositif sectoriel de qualification de la main-d’œuvre, qui
temoignent de l’importance des apprentissages non formels et informels. L’une des
difficultes auxquelles se heurtent les specialistes de l’education tout au long de la vie se
rapporte aux instruments de mesure et d’evaluation de l’experience. De fait, l’evaluation de
l’experience renvoie a des instruments de mesure differents de ceux issus du milieu de
l’education (epreuve, questionnaire, choix de reponses multiples, etc.). La nature informelle
et parfois meme non formalisable de l’experience impose des strategies d’evaluation qui
impliquent le role de l’evaluateur (compagnon, jury, temoin…) qui a, par l’experience et
par la pratique, acquis une habilete en matiere d’observation et d’evaluation.
Cette recherche explore les instruments de reconnaissance des acquis de l’experience et des
competences. Nous nous referons a trois traditions de la qualification professionnelle : le
modele francais, d’inspiration «constructiviste », adopte par la France avec la validation des
acquis de l’experience (VAE); le modele etats-unien, d’inspiration « behavioriste », initie
par les Etats-Unis a travers un dispositif national de qualification auto-reglemente et regule
par le marche; le modele britannique, notamment celui de l’Angleterre, d’inspiration
« fonctionnaliste », articule a travers le cadre de qualification NVQ.
La France, ainsi que le Royaume-Uni, sont caracterises par une certaine correspondance
entre les instruments d’evaluation issus de l’education et les instruments propres au milieu
de travail. Cette particularite de la qualification alimente quelques debats au sein de la
communaute : d’aucuns remettent en cause la pertinence de certains instruments de mesure
et d’evaluation en regard de la nature informelle de l’experience et de son contexte
d’action. D’ailleurs l’influence de l’Angleterre, avec son cadre national de qualification
(NVQ), semble determinante. Ce modele permettrait en effet de cerner differents aspects de
l’experience, a partir de sources multiples (differentes mesures et, ou, plusieurs experts ou
observateurs). Cette approche est largement admise aux Etats-Unis, pour l’evaluation des
habiletes de gestion dans les entreprises. Elle fait lentement sa place dans les branches
professionnelles en France, sous l’appellation d’«analyse plurimodale».
Cette etude propose un tour d’horizon des principaux modeles de la reconnaissance des
acquis et des competences (France, Etats-Unis et Royaume-Uni). Elle etablit une typologie
des instruments d’evaluation de l’experience (possibilites et limites) et procede a une
analyse comparative des strategies de validation adoptees par les differents pays dans le
cadre de la reconnaissance des acquis et des competences. Finalement, elle identifie les
pratiques innovantes, ou emergentes.
8 citations
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29 Aug 2011TL;DR: In this paper, the authors present a new approach to professional teacher training inspired by a reminder of the aims and values of adult education by examining three forms of professional training: professionalization, knowledge, and school-life relationship.
Abstract: This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways? To what extent does the tone given to professionalization – whether in connection with the objective of instruction, socialization, or qualification – determine a specific sense for Knowledge and for the knowledge defined and articulated in professional teacher training? The third symbolic figure of professional training is that of the school-life relationship. Where does professional training begin and end? What are its territories? Can it exceed the usual territories and hence the expertise expected of a professional? By examining these three forms, we hope to offer the reader a new approach to professional teacher training inspired by a reminder of the aims and values of adult education.
7 citations
Cited by
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TL;DR: The role of various social ties in building trust and providing opportunities for information acquisition and knowledge exchange (IAKE) was explored in this paper, where social capital was used as a vehicle to explore the relationships between farmers and their advisors using bovine tuberculosis (bTB), a major disease facing the English cattle industry.
157 citations
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TL;DR: In this article, six types of tacit knowledge were identified as a result of working closely with a sustainable food network: the Brighton and Hove Food Partnership (B&HFP).
Abstract: Whilst objectivist epistemologies have been dominant in productivist agriculture, the local, cultural and environmental contexts of sustainable agriculture are more fully informed by constructivist epistemologies. Within constructivism, tacit knowledge - an intuitive knowledge that cannot be formalised - is explored empirically. Six types of tacit knowledge were identified as a result of working closely with a sustainable food network: the Brighton and Hove Food Partnership. Customs cohere around integrating food with other sustainable activity; developing a complex unregulated organisation requires savoir-faire. The unique character of Brighton has developed an operational folklore, and network identity is important, particularly in relation to conventional agriculture and to the city as a whole. A confidence in people's roles has helped define network development and using different discourses, communicating the network in diverse contexts, is important for understanding the network. All these tacit knowledge elements have a strong influence over the network but have to be assimilated knowledge rather than learned.
60 citations
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Abstract: The Toyota production system, on which lean production is based, emerged as the unplanned result of unrelated improvements and innovations. Although the related practices and principles are...
51 citations
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01 Jun 2011
TL;DR: In this article, trois portraits of enseignants en conduite routiere, aux parcours differents en termes de niveau de diplome, d’experience professionnelle, de rapport a la formation and au(x) metier(s).
Abstract: En France, l’entree dans le metier enseignant est accompagnee d’un temps de formation en alternance. L’etude s’interesse a ce moment de transition professionnelle pour des futurs enseignants en Lycee professionnel qui ont a assurer la formation des eleves, dans un metier qu’ils ont eux-memes exerce pendant plusieurs annees. Sur la base d’une double methodologie, nous presentons trois portraits de futurs enseignants en conduite routiere, aux parcours differents en termes de niveau de diplome, d’experience professionnelle, de rapport a la formation et au(x) metier(s). Les resultats rendent compte des registres de savoirs mobilises, fonctionnant comme obstacles ou ressources dans le processus de professionnalisation. Ils eclairent certaines conditions favorisant la transition professionnelle : complementarite des espaces de formation, modalites d’insertion dans l’etablissement d’accueil, appui sur les collectifs de travail, temporalite necessaire aux transformations. Des formes de remaniement apparaissent de facon differenciee. Elles sont organisees autour d’un projet identitaire qui necessite de relier passe et avenir, image de soi et reconnaissance d’autrui, diversite des experiences et mise en coherence de l’action dans un nouvel univers professionnel pour lequel nombre de reperes restent a construire.
35 citations