Transformation of knowledge from teacher training to initial vocational training

Transformation of knowledge from teacher training to initial vocational training

• Roxane Gagnon, Université de Genève-FAPSE-GRAFE, Suisse

• Kristine Balslev, Université de Genève, Suisse

doi : https://dx.doi.org/10.18162/fp.2016.299

Résumé

In vocational training, teachers frequently insert job interviews as a subject of instruction. In doing so, job interviews present two contrasted features: as an example of the argumentative text genre or as a crucial social situation. Through the analysis of video recordings of teacher training sessions about job interviews and of their actual teaching to apprentices, this paper shows the tensions that these two features generate and their effects on circulation of knowledge between teacher training and vocational training classrooms.

Abstract

In vocational training, teachers frequently insert job interviews as a subject of instruction. In doing so, job interviews present two contrasted features: as an example of the argumentative text genre or as a crucial social situation. Through the analysis of video recordings of teacher training sessions about job interviews and of their actual teaching to apprentices, this paper shows the tensions that these two features generate and their effects on circulation of knowledge between teacher training and vocational training classrooms.