Entre cadrage institutionnel et bricolages individuels. Devenir ou pas animateur de module « Projet Personnel et Professionnel » en IUT

• Main Author: Stéphanie Tralongo
• Format: Article
• Language: fra
• Published: Les éditions de la Maison des sciences de l’Homme 2018-02-01
• Series: Cahiers de la Recherche sur l'Education et les Savoirs
• Subjects: higher education; IUT; vocationalism; pedagogical device; “personal and vocational project”
• Online Access: http://journals.openedition.org/cres/3241

Since 2005 a module called “Personal and vocational project” (PPP) has appeared in the IUT, a vocational training in higher education. For most of teachers and academics working in these IUTs in France (around 10.000, divided into 115 institutes) it means some transformations in their regular teaching practices. The module PPP is not linked to a specific discipline, the teachers had not learned before how to teach it, and they have no anterior experience as student with this module. So for most of them, this is really new. The apparition of this module becomes an interesting possibility to observe transformations in the teaching activities. It gives us the opportunity to ask many questions: what is the history of this module, its theoretical origins, and the story of its deployment in higher education in France since 1975? What is the program of the PPP module? Which types of teachers teach in this kind of module? How do they know, what the institution’s needs about this module, are? How do they learn these new teaching skills? This article gives some answers to these questions by mobilizing two researches: interviews with the historically main actors of the module; a monography of a specific IUT and interviews of 26 teachers who teach (or not) in this module. The theoretical background is the sociology of socialization that provides concepts allowing to look at the individual and the contextual parts in a given situation.