Enseigner, former : Logique des discours constitués et logique des pratiques

Abstract

The logic of training is one of practice ; the logic of teaching is one of established discourse in its internal coherence. In teacher training, four levels of analysis must be distinguished : knowledge as an established discourse in its internal coherence, practice as an activity with an aim and a context, the practice of knowledge and finally, the knowledge of practice. Training teachers also means making out from knowledge and practice, the links between logics which are heterogeneous and will remain so. The author, then makes a historical survey of the evolution of the link between these two logics in the teaching profession in France, in the twentieth century.