Abstract
In France, secondary initial vocational courses are characterised by learning contexts that can vary greatly from one to another, both in terms of content and with regard to space configurations and transmission methods. In this paper, we look at the continuities and discontinuities caused by switching, daily or weekly, between three different teaching contexts (french lesson, technical theoretical lesson, practical session in a school workshop), in a secondary training course in the field of car repairing. We used sociological (classification, frame) and didactical (learning milieu) concepts to analyse and compare both the specificities of knowledge and the configuration each teaching situation in terms of space, material and symbolic components. Our results show more or less subtle and implicit continuities and discontinuities for students to shift from one context to another. The problem is that they generally receive very little help to identify these ruptures and continuities, due to a lack of pedagogical collaboration between the teachers of different disciplines.
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