Lucie Tanguy (1937-2024)
Multiple reforms have recently affected the French primary teacher training system. At the heart of these is the increasing institutional use of various meanings of the notion of “learning territories”. However, an analysis of institutional texts and scientific interface publications relating to th...
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| Format: | Article ou chapitre numérique |
| Langue: | Français |
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2024
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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cairn-RFPED_222_0145RFPEDRevue française de pédagogie https://shs.cairn.info/revue-francaise-de-pedagogie-2024-1-page-145?lang=fr https://doi.org/10.3917/rfped.222.0145 Lucie Tanguy (1937-2024) Agulhon, Catherine2024 fre Revue française de pédagogie | 222 | 1 | 2024-11-07 | p. 145-147 | 0556-7807 RFPED_22293 Multiple reforms have recently affected the French primary teacher training system. At the heart of these is the increasing institutional use of various meanings of the notion of “learning territories”. However, an analysis of institutional texts and scientific interface publications relating to the learning territories reveals a lack of consensus regarding its definition and the conditions necessary for its construction and development. Therefore, this review proposes to account for the increase in the institutional mobilisation of the learning territory and its various meanings. To this end, a review of its use in European Union and national education texts relating to teacher training is presented. This raises the question of whether the concept of the learning territory, as used in this way, originates only in political language or whether it has been borrowed from one or more research fields. In response, an analysis of the reviewed scientific publications enables us to characterise the structure of a field of research and to detail the circumstances favouring its emergence. The constituent conditions on which there is consensus in the literature are formalised. In conclusion, given the grey areas in the literature, three avenues for future research are put forward.Ces dernières années, de multiples réformes ont été engagées dans le système de formation des enseignants français du premier degré. Au cœur de celles-ci, l’utilisation institutionnelle croissante de multiples acceptions de la notion de « territoires apprenants » est notable. Pourtant, une analyse des textes institutionnels et surtout des publications scientifiques relatifs au territoire apprenant laisse entrevoir une absence de consensus quant aux définitions associées à cette notion et aux conditions nécessaires à sa construction et son développement. En conséquence, cette note de synthèse propose de rendre compte de l’accroissement de la mobilisation institutionnelle du territoire apprenant et de ses différentes acceptions. Pour cela, un état des lieux de ses usages au sein des textes de l’Union européenne et de l’Éducation nationale relatifs à la formation des enseignants est exposé. Sur cette base, une question se pose : le concept de territoire apprenant, ainsi mobilisé, trouve-t-il seulement son origine dans le langage politique ou est-il emprunté à un ou plusieurs champs de recherche ? En réponse, une analyse des publications scientifiques recensées permet de caractériser la structuration d’un champ de recherche et de détailler les circonstances favorisant son émergence. Les dimensions constitutives faisant consensus dans la littérature sont formalisées. Pour conclure, trois pistes de recherche à engager sont avancées compte tenu des zones d’ombre subsistant dans la littérature.Cairn restricted access |
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Français |
| format |
Article ou chapitre numérique |
| building |
0/Bibliothèque numérique/ 1/Bibliothèque numérique/Cairn/ |
| description |
Multiple reforms have recently affected the French primary teacher training system. At the heart of these is the increasing institutional use of various meanings of the notion of “learning territories”. However, an analysis of institutional texts and scientific interface publications relating to the learning territories reveals a lack of consensus regarding its definition and the conditions necessary for its construction and development. Therefore, this review proposes to account for the increase in the institutional mobilisation of the learning territory and its various meanings. To this end, a review of its use in European Union and national education texts relating to teacher training is presented. This raises the question of whether the concept of the learning territory, as used in this way, originates only in political language or whether it has been borrowed from one or more research fields. In response, an analysis of the reviewed scientific publications enables us to characterise the structure of a field of research and to detail the circumstances favouring its emergence. The constituent conditions on which there is consensus in the literature are formalised. In conclusion, given the grey areas in the literature, three avenues for future research are put forward. |
| author |
Agulhon, Catherine |
| spellingShingle |
Agulhon, Catherine Lucie Tanguy (1937-2024) |
| author_facet |
Agulhon, Catherine |
| author_sort |
Agulhon, Catherine |
| title |
Lucie Tanguy (1937-2024) |
| title_short |
Lucie Tanguy (1937-2024) |
| title_full |
Lucie Tanguy (1937-2024) |
| title_fullStr |
Lucie Tanguy (1937-2024) |
| title_full_unstemmed |
Lucie Tanguy (1937-2024) |
| title_sort |
lucie tanguy (1937-2024) |
| publishDate |
2024 |
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https://ezproxy.univ-orleans.fr/login?url=https://shs.cairn.info/revue-francaise-de-pedagogie-2024-1-page-145?lang=fr https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.3917/rfped.222.0145 |
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