This article considers teaching competencies in terms of their origins and components. Twenty subjects – beginner, experienced and seasoned teachers – were observed and interviewed over several years. Results indicate that three different resources were used and combined to build teaching competencies: practical knowledge, acquired through experience, academic knowledge from studies and, finally, values, beliefs, and personal theories.

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The different situations encountered by a professional make up the frame of the analysis of the working activity. These situations are analyzed as learning potentiality and as development of the workers and learners. We hypothesize that different situations are to be mobilized to rethink a personal and professional route whose finality is learning and development of the worker. These situations have to be thinking like a set of opportunities to learn and to grow, in other words, as carriers of formative experiences situations. These encounter of situations could taking sens by a dialogical process or dialectic established between different situations. To support this thesis, we propose to identify and characterize these carriers learning and development situations. To do this, we propose to appeal to the experiential posture of these different situations, especially some of them, which are considered to be representative and often iconic vocational training, that is to say training period.

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The New Public Management approach creates a severe psychological stress on workers. This phenomena appeared firstly in the private business sector and further on in public services. It develops now in the non-profit sector, hospitals, public administrations, local community associations, educational and social institutions. It is in this context that mental health issues come to be pervasive. A growing serious ill-being takes place at work, shown through an increasing number of depressive symptoms, a generalized climate of harassment at work, hyperactivity, burn out cases and an increase of suicides in the workplace. Causes are numerous. This paper stresses the very process of change leading to what can be called “paradox making” organization system. The different elements involved in the implementation of this kind of system with its sociopsychical impacts on people are illustrated from an analysis of a clinical group experience, a research and self-involvement seminar. Finally, responses to this situation come to be defensive reactions and freeing individual and collective strategies.

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This paper, after introducing certain general considerations on the situation of the teaching profession in relation to knowledge, identifies and defines the various types of knowledge that intervene in teaching practice, as well as the relationships which are established between the teaching profession and this same knowledge. It is demonstrated: 1) That the body of knowledge of education is made up of several types of knowledge from various sources. These are disciplinary, curricular, professional (including education and pedagogy) and experiential in origin. 2) That, while occupying a strategic position in relation to social knowledge, the teaching profession is, at the same time, largely devalued in relation to the knowledge which it possesses and transmits. 3) Finally, based on the materials of research carried out over the past four years, the last part of this paper is devoted to discussing the special status that teachers accord to experience-based knowledge, since this constitutes for them, as we will see, the foundations of professional practice and competence.

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First, this text presents the theoretical basis of managerialism and New Public Management and then goes beyond these discourses to examine the Quebec reform, its instruments and processes, in terms of the impact they had on democratic governance. Analysis rests on two studies conducted since the launch of the reform in 2003, the first one based on discourse analysis of reform documentation and instrumentation with a critical perspective, the second was composed of biographical interviews with public managers, bridging their experience with the issue of public service ethos.

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Les réformes de la gestion publique sont plus souvent qu’autrement présentées comme des processus rationnels, techniques et objectifs dans le discours administratif. Sous l’influence de la pensée néolibérale et partant de l’idée selon laquelle la gestion privée est supérieure à sa contrepartie publique, il est parfois avancer, particulièrement par le managérialisme, que certains modèles, concepts et idées seraient à la fois universelles et intemporelles. Les notions d’efficacité, d’efficience et d’économie, les trois E, occupent une place centrale au sein de cette perspective. À partir d’une analyse critique de la littérature spécialisée, ce texte remet en question les prétentions d’universalité, d’intemporalité et de neutralité des concepts clés du nouveau management public/managérialisme, de même que de leur mise en oeuvre au Canada et ailleurs dans le monde. Enfin, la dernière section explore l’intérêt et la pertinence de l’approche des études managerielles critiques (Critical Management Studies – CMS) pour l’administration publique, notamment eu égard aux réformes administratives.

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This article proposes to develop the notion of professional situation from the standpoint of professional didactics. To do so, it proposes to first examine the notion of professional situation from the perspective of its contributions in terms of thinking about a few questions relating to vocational training. The notion of professional situation is then re-examined in connection with the notion of the work situation as used in professional didactics, then with the notion of situation: what it is, what it is composed of, how it is learned, and how one can learn from it.

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Co-operative Education once again invites debates about the professionalization of education. It carries ambitions. It continues to be the instrument for a political reading of the professionalization of education. It is a desired articulation between education and work. It also tends to want to interfere with the engineering of education, while suggesting that it could promote different thinking on learning situations. The objective of this article is to examine the Co-operative Education concept by trying to highlight and locate the educational values at the heart of the training project. By submitting this avenue for the reading and analysis of Co-operative Education to readers, we propose another way of thinking about the Co-operative Education system as a form of pedagogy.

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Hesitating between refusal and promotion, the tendency has been more of a denial of pedagogy. This movement concerns the philosophy of education as well as educational sciences and didactics. Now, pedagogy has a specificity, it is in relation with a specific thinking stance. Recent trends towards downgrading or harnessing this thinking are observed. At present, the focus on practical skills, on action knowledge, discourse primacy and educational sciences specificity lie within the framework of this logic.

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This collection of papers highlights a challenge that has confronted most school systems in the West over the last few years: how to be more accountable to the public. It requires greater transparency on behalf of actors in the school system and the latter are now increasingly responsible for student performance. This new context is part of a more general framework which has seen the development of a new relationship with education, now viewed as a consumer good. This consumerist relationship with what is learnt at school has encouraged policy makers to put in place a method of regulation of the education system based on quantitative indicators of the internal and external efficiency of the school system. The different school ranking systems as well as the OECD’s PISA (Program for International Student Assessment) are symbols of this new trend, as Claude Lessard rightly emphasizes.

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