Abstract
Technical education involves programmes, disciplines, but also a level of competence to be reached by students, in reference to social practices outside of school. Technical teacher education must not only include competence in these social practices but must also develop specific, practical teaching skills. Today a rapid evolution in academic disciplines has been observed, partially linked to the circulation of models. the present study is concerned with the transformation of models within these exchanges and attempts to extract knowledge that would be useful for decisions to be made concerning teacher education.
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