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

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.