The Process of Curricular Transposition in Vocational and Technical Education: Teachers’ Experiences in the Appropriation-Interpretation Stage

The Process of Curricular Transposition in Vocational and Technical Education: Teachers’ Experiences in the Appropriation-Interpretation Stage

• Carole Lanoville, Université du Québec à Montréal, Canada

• Stéphanie Hovington, Université Laval, Canada

doi : https://dx.doi.org/10.18162/fp.2024.821

Résumé

This article aims to better understand the appropriation-interpretation stage of the official curriculum by vocational and college teachers in the province of Quebec. Based on data collected through semi-structured interviews with pedagogical advisors and faculty in four programs of study, the article presents comparative results regarding the devices in place and the cognitive strategies used. The analysis carried out using the instrument approach shows the possible effects of the official curriculum on teachers’ collective work: resistance, reinterpretation or lasting change. Suggestions for action are made for the benefit of the various educational actors.

Abstract

This article aims to better understand the appropriation-interpretation stage of the official curriculum by vocational and college teachers in the province of Quebec. Based on data collected through semi-structured interviews with pedagogical advisors and faculty in four programs of study, the article presents comparative results regarding the devices in place and the cognitive strategies used. The analysis carried out using the instrument approach shows the possible effects of the official curriculum on teachers’ collective work: resistance, reinterpretation or lasting change. Suggestions for action are made for the benefit of the various educational actors.