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On the praxeological dimension of organisational knowledge conversion: the example of a 'professionalisation year' for trainee teachers in French agricultural education

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  • Cécile Gardies
  • Jean-François Marcel

Abstract

Based on a case study involving changes in teacher education in France, this article proposes to examine knowledge conversion that is altered by new social practices, leading to socio-epistemic breaks. Hence, other knowledge conversion dynamics become established, enabling a questioning of the initial theoretical models. The text points out the emergence of a third axis in the model under study and permits consideration of the conversion process by integrating a knowledge (epistemological axis) that is embodied and mobilised (onto-praxeological plane), an action (praxeological axis) that is embodied and elucidated (onto-epistemological plane), and a knower (ontological axis) that knows and acts (epistemo-praxeological axis).

Suggested Citation

  • Cécile Gardies & Jean-François Marcel, 2013. "On the praxeological dimension of organisational knowledge conversion: the example of a 'professionalisation year' for trainee teachers in French agricultural education," International Journal of Information Technology and Management, Inderscience Enterprises Ltd, vol. 12(3/4), pages 226-251.
    • Handle: RePEc:ids:ijitma:v:12:y:2013:i:3/4:p:226-251
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