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

摘要

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 mobilized (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).