Formal instructional design (ID) theories, intended to guide instructional designers' decision-making and design practices, have grown in abundance in recent years. These ID theories are based on learning theories that form the foundation for applied work in the field. However, researchers are concerned that these theories may not be applicable to the day-to-day practice of instructional designers. While some studies investigate the application of ID process models, studies of learning theory and ID theory in practice are rare. Consequently, there is little information about the nature and extent of the gap between our field's theory and its practice. This qualitative study investigated whether theory is actually being used by practicing instructional designers and why. Researchers interviewed seven practitioners on three occasions and examined the artifacts of their work. Drawing upon hermeneutic, phenomenological, and ethnographic traditions of inquiry, results were analyzed, generating eight themes and four suggestions. These themes highlighted that these practitioners generally valued learning and ID theory, but also found theoretical ideas from other disciplines applicable. Few referenced theory regularly and most did not spend much time updating themselves on the theory of the field. Most said they rely on intuition to make design decisions in their work, and that theory is one among several significant influences that impact their decisions. Most said that their training in theory would have been more useful if it was more practice oriented. The four suggestions were (a) to create reference implementations of new theories in multiple context via industry partnerships, (b) to create theories that adapt to practical pressures, (c) to allocate significant time for learners in ID training programs to apply theory in practical settings under expert theoretical guidance, and (d) to expand professional development opportunities for practitioners that focus on exemplary implementations of theory in practical settings. The overarching implication of this study is that the relevance of theoretical work to practitioners is directly impacted by the practicality of the theory in the hands of typical practitioners and that more measures can be readily implemented by theorists and by those who train and mentor practitioners to bring this about.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice gap. / AFRIKAANSE OPSOMMING: Die gebrek aan teorie-praktyk integrasie in verpleegkunde het ‘n lang gekiedenis in verpleegonderwys as gevolg van verskeie faktore en oorsake. Navorsing toon deurgaans dat daar nie ‘n maklike of perfekte oplossing vir hierdie probleem is nie. Die oorsake vir die teorie-praktyk gaping kan teoretiese en/of klinies van aard wees. Onderrigmetodes word deur navorsing as een van die belangrikste oorsake vir die teorie-praktyk gaping aangedui. Die informele terugvoer van dosente en verpleegdiensbestuurders het getoon dat teorie- en praktyk integrasie nie voldoende is nie. Dit was dus noodsaaklik om die onderrigmetodes van dosente in verpleegkunde te ondersoek. Die doel van die studie was om te bepaal tot watter mate die huidige onderrigmetodes van die dosente wat verbonde is aan ‘n hoër onderrig instelling voldoen of nie voldoen nie aan onderrigmetodes wat in literatuur aangedui word as essensieël vir die bevordering van teorie-praktyk integrasie. In hierdie studie is beskrywende en ondersoekende navorsingsmetodes gebruik om die onderrigmetodes van die dosente in verpleegkunde te ondersoek. Vraelyste is uitgestuur na dosente en student-verpleegkundiges wat besig is met die Diploma in Algemene Verpleegkunde. Die vraelys, wat hoofsaaklik geslote vrae bevat het, is gebruik om die nodige data te versamel en te analiseer. Die data is by vier van die hoër onderrig instellings se leersentrums versamel. Die geldigheid van die resultate is geverifieër deur ‘n waarnermer in die veld wat ‘n gestruktureerde kontrolelys vir hierdie doel gebruik het. Die resultate het getoon dat ‘n wye spektrum van onderrigmetodes deur die dosente in verpleegkunde gebruik is en dat die student verpleegkundiges beperkte internet toegang by die leersentrums het. Van die literatuur geïdentifiseerde onderrigmetodes wat as essensieël vir die bevordering van teorie-praktyk integrasie is, het die dosente agt (8) metodes gebruik. Dit was duidelik dat formele lesings grootliks oorbenut is. Dit is kommerwekkend aangesien die lesingmetode nie voldoen aan die onderrigmetodes wat essensieël is vir die bevordering van teorie-praktyk integrasie nie. Inteendeel, die metode beperk studente se vermoë om kritiese denke te ontwikkel en word beskou as een van die moontlike oorsake vir die teorie-praktyk gaping. Die resultate het verder getoon dat die meeste onderrighulpmiddels wat gebruik is, is die data-projektor met PowerPoint skyfies, die witbord en handboeke. Die oorbenutting van handboeke word algemeen in literatuur beskou as die beginpunt van die teorie-praktyk gaping. Die studieresultate impliseer dat ‘n toenemende bewusmaking en opleiding van die dosente in verpleegkunde ten opsigte van hul onderrigmetodes moontlik onderrig- en fasiliteringsvaardighede kan bevorder. Dit blyk dat dit individuele dosente se verantwoordelikheid is om te verseker dat die essensiële onderrigmetodes vir die bevordering van teorie-praktyk integrasie gebruik word en dit is die bestuur van enige hoër onderrig instelling se verantwoordelikheid om te verseker dat die nodige opvoedkundige- en informasietegnologie beskikbaar is. Dit word aanbeveel dat verdere studies gedoen word om vas te stel of dosente in verpleegkunde onderrigmetodes effektief aanwend ten einde die teorie-praktyk gaping te verklein.

Made available in DSpace on 2015-03-04T21:16:48Z (GMT). No. of bitstreams: 0 Previous issue date: 18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A tese tomou como objeto de estudo uma turma do Programa Especial para Formação de Professores em Serviço vinculado à Faculdade de Educação da Universidade Federal de Pelotas. Teve como questão inicial de pesquisa saber como foi possível conseguir transformações no senso comum fortalecido pelas práticas de escolarização e de docência das professoras discentes do curso. A questão delimitou um campo de análise e inseriu-se no propósito de compreender e dar visibilidade a um processo de êxito no que se referia às expectativas dos grupos envolvidos. Quanto à coleta de dados, foram privilegiados textos escritos pelas alunas durante o curso de formação e entrevistas narrativas que permitiram reconstruir determinados acontecimentos a partir da perspectiva individual. A análise foi feita dentro da estratégia do estudo de caso, com a utilização de princípios da análise de conteúdos. As unidades de análise ― leitura, escrita e participação ― foram consideradas como dispositivos de formação com capacidade

Made available in DSpace on 2016-04-27T14:30:52Z (GMT). No. of bitstreams: 1 Marisa Peres Ballones Joanete.pdf: 2179228 bytes, checksum: 06f9c33dd60ea9a8a7561b164dc0bf74 (MD5) Previous issue date: 2011-12-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study aims to investigate the theory practice, in the public policies context of the permanent development of the teachers of the elementary school, in the city of Santo André. The research aims to know and analyze the perception of teachers of the elementary school of the municipality in respect to the relation theory practice in their trajectory of graduation, during the 1990 to 2010 period, and to propose indications to the public policies. For this, we seek to answer the following question: how the teachers which use successful practices perceive the theory practice relation into the context of the permanent development of the teachers? To reach the proposed objective, the research of the qualitative character with a descriptive and interpretative approach, into a dialectic perspective, seek to investigate subjacent intentionality and ideology to the public policies of the development of teachers. This subject is going to be realized analyzing official documents and field research, investigating with the individuals of the educative practice, teachers with successful practices, how is the conscientiousness of the non-sociability between theory and practice, clarifying their reflections and theories. The itinerary of the research will have as a leading axle the theory practice categories, permanent development of teachers and dialog, based in the freireanos context, in a denunciation and advise , which contextualize the perceived problem and points indications as possible ways to overcame this subject / O presente estudo busca investigar a relação teoria-prática,no contexto da política pública de formação permanente de professores do Ensino Fundamental I,na cidade de Santo André. A pesquisa tem por objetivo conhecer e analisar a percepção de professoras do Ensino Fundamental do Município a respeito da relação teoria-prática,em suas trajetórias de formação,no período de 1990a 2010,e propor indicações para as políticas públicas. Para isso,busca-se responder à seguinte questão: Como as professoras com práticas bem sucedidas percebem a relação teoria-prática,no contexto da formação permanente de professores? Para alcançar o objetivo proposto,a pesquisa de caráter qualitativo e com abordagem descritiva e interpretativa, numa perspectiva dialética,procura investigar intencionalidades e ideologias subjacentes à política de formação de professores. Isso será realizado por meio da análise de documentos oficiais e pesquisa de campo,investigando com os sujeitos da prática educativa, professoras autoras de práticas bem sucedidas, como se dá a tomada de consciência da indissociabilidade entre a teoria e a prática,explicitando suas reflexões e trajetórias. O itinerário da pesquisa terá como eixo condutor as categorias teoria-prática, formação permanente de professores e diálogo,com base nos referenciais freireanos, numa perspectiva de denúncia e de anúncio , que contextualiza a problemática percebida e aponta indicações como possíveis caminhos para a superação

This dissertation examines the challenges of organizing in times of global displacement in three different studies. The papers are based on an ethnographic case study of an international aid organization and its operations in Rwanda. Each paper investigates a distinct aspect of responding to one of society's most pressing global problems, gradually unpacking how current organizational responses form a key part of the problem. The first paper explores the challenges of representing multi-sectoral contexts, as global crisis and grand challenges cut across multiple different sectors and domains. Drawing on pragmatist ideas, the paper conceptualizes multi-sectoral contexts by focusing on practical effects that differ in terms of visibility, comparability and timeliness. It further advances the idea of useful, rather than truthful, representation of complex contexts. The second paper examines the shift to participation and downward accountability in refugee crises. It outlines how downward accountability realizes its moral responsibility in an acute crisis, but betrays it over time as displacement prolongs. We conceptualize the dynamics of downward accountability as inclusive as well as exclusive, suggesting that participatory practices of downward accountability might reinforce refugees as marginalized others as displacement prolongs. The third paper follows this more critical stance by examining how the predominant solution to refugee crises, encampment, enacts and intensifies displacement over time. Contributing to the notion of wicked problems, this paper specifies the underlying practices of such problems' inherent intractability, referring to temporal and spatial containment. The paper however also sheds light on dynamics of temporal and spatial diffusion that assist in de-intensifying global wicked problems. The dissertation concludes with two overarching contributions that sketch opportunities for future research and reflects on the impact and implications of research on today's global social challenges.

Graduate nurses are being employed to provide care in high acuity care areas, and this becomes a problem of significance as the literature suggests that graduate nurse's experience a deficit in integrating theoretical concepts in the clinical environment, described as the theory-practice gap; which can result in a risk to patient safety and the potential for negative outcomes. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses employed at a community hospital in northern New Jersey. After recruiting the participants through purposive sampling, semi-structured interviews were conducted with them utilizing a researcher-developed interview protocol based on the Casey-Fink Graduate Nurse Experience Survey. The research questions addressed the graduates' clinical experiences and their perceptions of simulation in facilitating the integration of theory to practice. Interviews were transcribed verbatim, coded, and analyzed to identify 4 themes: (a) the theory-practice gap, (b) effective educational pedagogy, (c) theory-practice integration, and (d) simulation-based learning. The crucial finding was that graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice. Based on these findings, the recommendations presented in a white paper will help the administration of the school of nursing at the local site make informed decisions to effect curricular changes that promote the students' integration of theory into practice. Further, the results of this study impact social change by serving as a model for similar programs to improve the preparation of graduate nurses to provide care to optimize positive patient care outcomes.

Craft education has been regarded as an important instrument in the efforts to achieve equality which, ever since the end of World War II, have permeated the reforms of Swedish education. In spite of all efforts to the contrary, class- and sex-typed educational programmes are still reconstructed within the reformed education. This study examines the role of craft teacher training in the social and cultural reproduction. Socialization into a profession is a continuous process throughout a person's life. The time spent in craft teacher training is regarded as a meeting between future craft teachers in the light of their life stories and the school subject craft as it is transmitted by teacher trainers. Thus, the data collection includes information on both the future teachers and on the school subject craft. Two groups, one of females and one of males (including one woman), were followed through their teacher training with the help of questionnaires, essays and evaluation documents written by the future teachers. The school subject craft was studied through classroom observations and through taped interviews with teacher trainers. Although these trainee teachers, as fully qualified craft teachers, will have to co­operate within the same subject, and although they will have the same qualifications and equal pay, these educations have different admission rules. Textile craft teachers also have a longer education than wood&metalwork teachers. Besides belonging to different sexes, these two groups turned out to be very different in other respects as well. The future female craft teachers in this study have a middle-class background with well- educated mothers and they also have positive experiences of school. In their future occupation they wish to develop the art of textile craft. The future male craft teachers in this study have a working-class background where studies were something out of the ordinary and they also have negative experiences of school. In their future occupation they want to work together with children within a practical subject. The gender and class patterns developed during the trainee teachers' childhood and adolescence are reinforced by these teacher trainings. Moreover, the trainee teachers seem to reconstruct these patterns in their teaching styles in their future occupations. Both groups want to transmit "preparedness for everyday life" and "creative ability" to the pupils. However, deeper analyses reveal that this agreement is only illusory. The females expect the pupils to be moulded into docile, economical and quality-conscious persons. The males expect the pupils to be moulded into active, ingenious and dexterous persons. Both groups agree that it is easier for girls to become docile, careful and aware of the teacher's demands and that it is easier for boys to become active and ingenious in compulsory school. The gender symbolism -the passive woman and the active man - is reconstructed. Besides uncovering the complex reconstruction of the gender system at the sym­bolic, structural and individual level, this study also illuminates the reconstruction of the asymmetric relations between theoretical and practical activities within craft teacher training. The study ends with a discussion of how teacher training can contribute to the work for equality by educating the trainee teachers to act as spearheads for an equal society. / digitalisering@umu

Neste trabalho apresentamos uma investigação desenvolvida ao longo do ano de 2009 em uma disciplina de Física Básica de Eletromagnetismo da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo foi analisar as visões de mundo e a relação dos estudantes com o relatório tradicional e com o laboratório de ensino. Dentro desta estratégia de pesquisa foi utilizado o Vê de Gowin, um instrumento heurístico muito utilizado para explicitar o processo de produção do conhecimento. Nesse contexto ele foi utilizado em contraposição ao relatório tradicional. Entendemos por relatório tradicional aquele que os alunos já estão acostumados a realizar em semestres anteriores. A teoria da aprendizagem significativa de David Ausubel foi utilizada para avaliar os roteiros já disponíveis para as atividades experimentais. Ainda nessa perspectiva, vimos a estreita relação que a teoria educativa de Gowin tem com a teoria da aprendizagem significativa, o que nos possibilitou uma visão ainda mais aprimorada dos roteiros. Destacamos que para avaliar a relação dos estudantes com as atividades experimentais, utilizamos como referencial epistemológico a contribuição de Thomas Khun. Os resultados mostram que os alunos possuem boa aceitação ao novo método de avaliação, que também conseguiu explorar de forma mais objetiva os aspectos essenciais à formação do futuro físico no que se refere ao papel da atividade experimental. Contudo, vemos que o aproveitamento dos alunos permanece constante frente à mudança avaliativa. Isto significa que a introdução do Vê não prejudica o desempenho dos alunos. Por fim, especulamos que características próprias de nossa comunidade são refletidas pelos alunos nos relatórios. / This dissertation presents a research carried out during 2009, in the discipline of Electromagnetism at introductory college level, at the Federal University of Rio Grande do Sul (UFRGS), Brazil. It aimed at analyzing the students’ worldviews and their reaction to the standard lab report model and to the lab classes. Within this research strategy, Gowin’s Vee, which is a heuristic instrument that can make explicit the knowledge production process, was used. In this context, this instrument was utilized as a counterpoint to the traditional lab report model. In our view, this traditional report is the one students are familiar with, since they have already made reports in previous semesters. Ausubel’s meaningful learning theory was used to evaluate the available guides for experimental activities. Under this perspective , we verified the close relationship that exists between Gowin’s educating theory and Ausubel’s meaningful learning theory, and this has provided us with a more refined view of such guides for experimental activities. We emphasize that, in order to evaluate the students’ relation with the experimental activities, we applied Kuhn’s contributions as part of the theoretical framework of this research. Findings indicate that students seem to react positively to the new evaluation method, and, moreover, that they seemed to explore in a more objective way the essential aspects related to the formation of the future physicist, in what concerns the role of experimental activity. Nevertheless, it was possible to notice that students’ performance remained constant in regard to this evaluative change. This might mean that the introduction of the Vee does not hinder students’ performance. Finally, it was explored to which extent the community’s main features were reflected on the students’ reports.

Neste trabalho apresentamos uma investigação desenvolvida ao longo do ano de 2009 em uma disciplina de Física Básica de Eletromagnetismo da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo foi analisar as visões de mundo e a relação dos estudantes com o relatório tradicional e com o laboratório de ensino. Dentro desta estratégia de pesquisa foi utilizado o Vê de Gowin, um instrumento heurístico muito utilizado para explicitar o processo de produção do conhecimento. Nesse contexto ele foi utilizado em contraposição ao relatório tradicional. Entendemos por relatório tradicional aquele que os alunos já estão acostumados a realizar em semestres anteriores. A teoria da aprendizagem significativa de David Ausubel foi utilizada para avaliar os roteiros já disponíveis para as atividades experimentais. Ainda nessa perspectiva, vimos a estreita relação que a teoria educativa de Gowin tem com a teoria da aprendizagem significativa, o que nos possibilitou uma visão ainda mais aprimorada dos roteiros. Destacamos que para avaliar a relação dos estudantes com as atividades experimentais, utilizamos como referencial epistemológico a contribuição de Thomas Khun. Os resultados mostram que os alunos possuem boa aceitação ao novo método de avaliação, que também conseguiu explorar de forma mais objetiva os aspectos essenciais à formação do futuro físico no que se refere ao papel da atividade experimental. Contudo, vemos que o aproveitamento dos alunos permanece constante frente à mudança avaliativa. Isto significa que a introdução do Vê não prejudica o desempenho dos alunos. Por fim, especulamos que características próprias de nossa comunidade são refletidas pelos alunos nos relatórios. / This dissertation presents a research carried out during 2009, in the discipline of Electromagnetism at introductory college level, at the Federal University of Rio Grande do Sul (UFRGS), Brazil. It aimed at analyzing the students’ worldviews and their reaction to the standard lab report model and to the lab classes. Within this research strategy, Gowin’s Vee, which is a heuristic instrument that can make explicit the knowledge production process, was used. In this context, this instrument was utilized as a counterpoint to the traditional lab report model. In our view, this traditional report is the one students are familiar with, since they have already made reports in previous semesters. Ausubel’s meaningful learning theory was used to evaluate the available guides for experimental activities. Under this perspective , we verified the close relationship that exists between Gowin’s educating theory and Ausubel’s meaningful learning theory, and this has provided us with a more refined view of such guides for experimental activities. We emphasize that, in order to evaluate the students’ relation with the experimental activities, we applied Kuhn’s contributions as part of the theoretical framework of this research. Findings indicate that students seem to react positively to the new evaluation method, and, moreover, that they seemed to explore in a more objective way the essential aspects related to the formation of the future physicist, in what concerns the role of experimental activity. Nevertheless, it was possible to notice that students’ performance remained constant in regard to this evaluative change. This might mean that the introduction of the Vee does not hinder students’ performance. Finally, it was explored to which extent the community’s main features were reflected on the students’ reports.

Interrogeant les rapports entre création et restauration des Monuments historiques après la publication, en 1964, du texte de la Charte de Venise, le travail de recherche s’attache à en observer les conséquences sur la pratique en France. Il repose sur le postulat qu’un tournant est à l’œuvre dans les pratiques, les statuts et la formation des architectes en lien avec les questions patrimoniales. L’appropriation, revendiquée, d’un langage contemporain appuyée par les principes de la Charte de Venise, par des Architectes en Chef des Monuments Historiques (ACMH) après-guerre montre une volonté de lier création et restauration et de faire entrer cette dernière dans la sphère architecturale. Les polémiques suscitées par certaines interventions montrent un intérêt pour la fin de cette césure des pratiques. Cette réflexion se base sur l’étude de projets contemporains dans des monuments historiques pour lesquels les architectes revendiquent l’application des principes de la Charte de Venise. Ce texte théorique entre en conflit avec la doctrine française de la restauration stylistique alors en vigueur et sa diffusion par la pratique a suscité des polémiques. La première intervention étudiée, la restauration de l’ancienne abbatiale de Toussaint par Pierre Prunet, qui représente une première revendication de l’application des principes de la Charte et n’a pas engendré de polémique. Le second cas étudié est la restauration du château de Falaise de Bruno Decaris, avec ce projet éclate une première polémique, suivie de réformes ayant modifié le cadre des Monuments Historiques. Le troisième et dernier cas examiné est celui de la restauration des arènes de Fréjus de Francesco Flavigny, il illustre une étape récente de l’évolution de la situation dans ce domaine. L’étude se développe en trois volets complémentaires : Une histoire institutionnelle du service des monuments Historiques après 1960, les apports du texte de la Charte de Venise dans le contexte français ainsi que le déplacement des intérêts après les années 1980. Le second volet se concentre sur l’analyse architecturale des interventions à la fois dans le traitement de la matière existante et dans le traitement des compléments architecturaux à caractère contemporain. Enfin, le troisième volet s’attache à l’étude de la médiatisation, de la réception et des polémiques entourant ces interventions. Les divers milieux (revues spécialisées dans la restauration, revues d’architecture ou opinion publique) ayant pris part à la diffusion et à la réception des interventions informent sur les porosités à l’œuvre entre créateurs et conservateurs. Ce travail tente d’apporter des réponses aux questionnements qui animent aujourd’hui la pratique et l’enseignement de l’architecture concernant la formation, le statut, les compétences des architectes spécialisés ou non dans la restauration (en chef, du patrimoine, dplg, HMONP) et leurs méthodes d’intervention / Questioning the relationship between creation and restoration of historic monuments after the publication in 1964 of the text of the Charter of Venice, the research aims to observe the consequences on the practice in France. It is based on the premise that a turning point is at work in the practices, rules and the training of architects in relation to heritage issues. Ownership, claimed, a contemporary language supported by the principles of the Charter of Venice, by Chief Architects of Historical Monuments (ACMH) postwar shows a willingness to link creation and restoration and to bring it in the architectural sphere. The controversy aroused by certain actions show interest in the end of this caesura practices. This reflection is based on the study of contemporary projects in historic monuments for which architects claim the application of the principles of the Venice Charter. This theoretical text conflicts with the French doctrine of stylistic restoration in force and its dissemination through the practice has been controversial. The first studied intervention, restoration of the old abbey of Toussaint Pierre Prunet, which represents a first claim of the principles of the Charter and did not cause controversy. The second case study is the restoration of Falaise Castle Bruno Decaris with this project first broke a polemic, followed by reforms that changed the course of Historical Monuments. The third case examined is the restoration of Fréjus arenas Francesco Flavigny, it illustrates a next step in the evolution of the situation in this area. The study develops three complementary components: an institutional history of monuments Historic service after 1960, the contributions of the Venice Charter text in the French context and the movement of interest after the 1980. The second part focuses on architectural analysis of interventions in both the treatment of existing material and in the treatment of architectural additions to contemporary character. Finally, the third component focuses on the study of media coverage, reception and controversy surrounding these interventions. The various media who took part in the distribution and receipt of interventions inform the porosities at work between artists and curators. This work tries to provide answers to questions that drive today's practice and architectural education on training, status, skills, specialized or not in the restoration architects and their methods of intervention