L'analyse du travail en didactique professionnelle - article ; n°1 ; vol.138, pg 9-17

Pierre Pastré

Description

Revue française de pédagogie - Année 2002 - Volume 138 - Numéro 1 - Pages 9-17
Professional didactics aim at analysing work duties in order to gain competences.
This approach's origins lay in the gathering of two trends : work psychology (Faverge, Leplat) underlined the cognitive side that exists in every work. Developmental psychology (Piaget, Vygotski, Vergnaud) insists upon the conceptualisation's role in action. This article offers a few examples of work analysis on professional didactics, highlighting two aspects. The aim is to reveal pragmatic concepts which are real action organisers, in the way that they enable actors to diagnose the situation in which they find themselves. In fact this analysis can only be done by studying further than the work that was given (the task) : it is only by analysing the actors' activity that we can spot the situation's conceptual structure, or more precisely the representation that they make of it.
9 pages
Source : Persée ; Ministère de la jeunesse, de l’éducation nationale et de la recherche, Direction de l’enseignement supérieur, Sous-direction des bibliothèques et de la documentation.

Informations

• Publié par: REVUE_FRANCAISE_DE_PEDAGOGIE
• Publié le: 01 janvier 2002
• Nombre de lectures: 65
• Langue: Français
• Poids de l'ouvrage: 1 Mo

Extrait

M Pierre Pastré

L'analyse du travail en didactique professionnelle

In: Revue française de pédagogie. Volume 138, 2002. pp. 9-17.

Abstract

Professional didactics aim at analysing work duties in order to gain competences.

This approach's origins lay in the gathering of two trends : work psychology (Faverge, Leplat) underlined the cognitive side that

exists in every work. Developmental psychology (Piaget, Vygotski, Vergnaud) insists upon the conceptualisation's role in action.

This article offers a few examples of work analysis on professional didactics, highlighting two aspects. The aim is to reveal

pragmatic concepts which are real action organisers, in the way that they enable actors to diagnose the situation in which they

find themselves. In fact this analysis can only be done by studying further than the work that was given (the task) : it is only by

analysing the actors' activity that we can spot the situation's conceptual structure, or more precisely the representation that they

make of it.

Citer ce document / Cite this document :

Pastré Pierre. L'analyse du travail en didactique professionnelle. In: Revue française de pédagogie. Volume 138, 2002. pp. 9-

17.

doi : 10.3406/rfp.2002.2859

http://www.persee.fr/web/revues/home/prescript/article/rfp_0556-7807_2002_num_138_1_2859