"History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition"
29 Aug 2011-Vol. 46, Iss: 1, pp 133-156
TL;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.
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01 Mar 2009
TL;DR: In this paper, a colloque "Qu’est-ce qu’une formation professionnelle universitaire des enseignants?” reunissait a Arras de nombreux contributeurs et conferenciers pour faire le point sur les enjeux et pratiques de la formation des ensalignants, mais aussi d'en proposer un prolongement, que nous esperons utile et stimulant, dans...
Abstract: En mai 2007, a la veille de l’integration des IUFM a l’universite, le colloque « Qu’est-ce qu’une formation professionnelle universitaire des enseignants? » reunissait a Arras de nombreux contributeurs et conferenciers pour faire le point sur les enjeux et pratiques de la formation des enseignants. Le present numero se propose a la fois de donner un echo de la richesse et de la diversite des contributions, mais aussi d’en proposer un prolongement, que nous esperons utile et stimulant, dans ...
23 citations
13 citations
01 Jan 2008
11 citations
References
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01 Jan 1998
102 citations
01 Jan 2000
99 citations
01 Jan 2005
99 citations
""History and Perspectives of Adult ..." refers background in this paper
...We can identify various works seeking to draw up typologies of knowledge (Malglaive, 1992; Fabre, 1999; Beauvais, 2003; Astolfi, 2004)....
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TL;DR: In this article, a training scheme focusing on projective operation skills is provided to 4th year students preparing for entrance to vocational high schools and experiencing difficulties to learn technical drawing, and the results of this type of learning for a group of students, compared to a control group.
Abstract: Middle term evaluation off projective operation learning among students from vocational high schools. - A training scheme focusing on projective operation skills is provided to 4th year students preparing for entrance to vocational high schools and experiencing difficulties to learn technical drawing. This educational process refers to the piagetian scheme in its conception. The author analyses the results of this type of learning for a group of students, compared to a control group. The students from the experimental group reach the level of formal operations whereas some students from the control group still meet with difficulties to realize operations at a concrete level.
98 citations
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01 Jan 1994
TL;DR: The formation is a phenomene global which envahit toutes les spheres of la societe, tous les domaines and tous the âges as discussed by the authors.
Abstract: La formation est un phenomene global qui envahit toutes les spheres de la societe, tous les domaines et tous les âges. On parle de formation initiale, de formation d’adultes, de formation continuee, de formation professionnelle ou de formation de soi... Cet ouvrage deploie trois interrogations fondamentales :
- Comment s’y retrouver dans le maquis des formations ? Comment ordonner cette diversite ? Toutes ces formations ont-elles quelque-chose en commun ? Quelles sont les diverses logiques a l’oeuvre dans les differents types de formation ?
- La tradition philosophique peut-elle nous fournir des ressources intellectuelles pour penser ce phenomene relativement nouveau qu’est une « societe pedagogique » ?
Les philosophes ont-ils pense la formation et nous aident-ils a la penser aujourd’hui ?
- Former est une activite qui ne va pas de soi, qui demande a etre questionnee d’un point de vue ethique, politique.
78 citations
""History and Perspectives of Adult ..." refers background in this paper
...According to those championing lifelong education, it is important “to target the idea of infinite perfectibility, stemming from the Age of Enlightenment and Condorcet in particular” (Fabre, 1994, p. 48)....
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