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

Cécile Gardies and Jean-François Marcel

International Journal of Information Technology and Management, 2013, vol. 12, issue 3/4, 226-251

Abstract: 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 mobilised (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).

Keywords: knowledge organisations; action research; praxeological axis; knowledge conversion process; knowledge conversion dynamics; epistemo-praxeological axis; ontological axis; onto-praxeological plane; information management; teacher education; social practices; organisational knowledge; professionalisation year; trainee teachers; teacher training; France; agricultural education. (search for similar items in EconPapers)
Date: 2013
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