Des références pour des pratiques de formation

Abstract

This research focuses on the relations between professional context and higher technological education context during the development of a machine tool simulator. The conceptual framework outlines the context of higher technological education and articulates the didactical concepts, such as the transposition and the references in the composition of educational situations. In this perspective, an analysis of the epistemological roots of practical knowledge is presented, through the specific disciplinary action and the relationship of such knowledge with professional practice. The methodology is driven by the choice of learning content, through two interviews with two teachers and two simulator designers and then by analysing the development of teaching content (the “knowledge to teach”) in two cases. The adopted methodology involves a number of tools developed within professional education: professional contexts analysis and the situation’s conceptual structure. The results presented provide an understanding of the transpositional process through computer simulation and introduce some possible ways of operating that give continuity to this work.

Keywords

• professional didactics
• higher education
• references
• transpositional process
• practical knowledge
• computer simulation