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This is a case study of TVEI as exemplified in one local setting. The study begins with events and conditions in an outer London borough prior to its announcement in November 1982 and breaks off in July 1989. The field work is in two phases: the first was based on a two year evaluation, the second on a return visit to the borough in the Summer of 1989. The study is largely focused on the local setting, though additional chapters, supporting the study, examine (a) the larger national issues, (b) and the circumstances and orientation of the research. A further chapter examines philosophical concepts arising out of the vocational issues within the case. Three identifiable themes emerged from the case study: management of structural change, technology and vocational education. These are explored largely through the narrative which forms the bulk of the work. First, as TVEI became increasingly linked to changes in mainstream curriculum, the study came to focus on organisational change in the borough as a whole, which was intimately connected with changes sweeping through the curriculum. Second, Technology was a central issue for curriculum content and the study reveals the emergence of a balanced definition of technology as both related to artefacts and human contexts. From this flowed a cross-curricular policy of provision. The third theme, pursued within the narrative, as well as in the final chapter, consists of philosopical and cultural issues associated with vocational education. In the process, modern and Aristotelian concepts of the practical which inform vocational education, are explored. Overall, the study reveals that a team-oriented management structure emerged to deal with changes significantly influenced by TVEI. The curriculum became more integrated, community-orientated and flexible. The research ended, however, before specific, long-term local effects of the National Curriculum could be ascertained.

Cette thèse à partir d’articles étudie la circulation des savoirs dans les pratiques d’enseignement et de co-enseignement en sciences et techniques des agroéquipements, au travers de différentes formes d’accompagnement, en situation de classe. L’ancrage théorique articule les pratiques d’enseignement, les savoirs et le développement professionnel. L’approche méthodologique qualitative s’appuie sur la conception et la mise en œuvre d’un dispositif innovant de co-enseignement dans l’enseignement agricole. Les résultats montrent, qu’à partir de processus de réflexivité, une médiation des savoirs professionnels s’engage dans des phases de socialisation professionnelle. L’analyse des ces résultats permet de proposer un modèle de développement professionnel reliant les processeurs des pratiques d’enseignement au modèle de causalité quaternaire réciproque conjoint des pratiques, grâce à la conversion de la connaissance qui s’opère dans les phases de co-enseignement. Un nouveau processus de recherche est ainsi mis au jour avec trois niveaux de collaboration : le co-enseignement, la recherche collaborative et la co-recherche. Ce faisant ces résultats ouvrent des pistes pour la recherche et pour la formation des enseignants. / This article-based thesis studies the circulation of knowledge in teaching and co-teaching practices for agricultural equipment sciences and techniques through different forms of support directly in the classroom. The theoretical approach articulates teaching practices, knowledge and professional development. The qualitative methodological approach is based on the design and implementation of an innovative co-teaching system for agricultural education. The results show that, starting from a reflexivity process, a professional knowledge mediation happens in stages of professional socialization. The analysis of these results allows new professionnal development model. This model links the processors of teaching practices to the model of joint quaternary causation of practices through the conversion of knowledge that happens in co-teaching phases. A new research process is thus brought to light with three levels of collaboration: co-teaching, collaborative research and co-research. These results open new perspectives for research and teacher training.