French education is undergoing major modifications. These include the creation of a common base for skills and knowledge, the experimentation of integrated education in secondary schools (at level 6), the organisation of a scientific and technological hub and propositions for convergence. These successive programmes reveal the current changes in technological education within the general system of education i.e. primary and secondary schools and of the professional practices of teachers of technology at a time of renewal for the profession. This context has led to a re-thinking of technology as a discipline which teachers represent and with which they are identified.

The aim of this international conference is to evaluate these changes in France and in other countries, it will also raise questions on the implication of these changes for teachers and teacher trainers.

The conference will examine and discuss the development of technological teaching and associated occupations based upon the presentation and discussion of research studies, experimentation and practice. The experiences and opinions of teachers, trainers, specialized consultants and jury panels for teacher recruitment and training validation will be considered. The comparative analysis of models for initial and vocational training will also be presented.

This conference will be of interest to researchers, inspectors, teachers, trainers, managers and consultants from countries where changes are being made to the development of technological education.

Conference themes

Three central themes will allow analysis and discussion in the fields of technological and associated professions regarding concepts, practice and training. It is necessary to place national choice within the sphere of international developments, to analyse intentions and practices and to identify the basis and difficulties of these in their multiple educational, epistemological and social dimentions.

1. The concepts of technological education and corresponding concepts of the teaching profession; the individual and collective aspirations of professionals in technology teaching.
2. The practise of the profession in it’s educational, teaching, administrative and material dimentions; the tasks and responsibilities to be undertaken in teaching establishments; initiatives and impositions of practices both in and out-of-class; the sharing and co-ordination of work
3. The professional qualifications of teachers and the structure of training programmes, their content and support.