ABSTRACT
This chapter presents an analysis of the various representations trainers of adults bring to focus concerning the knowledge they teach. This knowledge depends on social context. Since the 1980s, social and professional integration depends on a constant renewal of knowledge, binding together knowledge of action and theoretical knowledge. We call this “training knowledge”. The results of our research show that for trainers, training knowledge forms a major part of their identity, distinguishing them from social workers and schoolteachers. Moreover, trainers show four distinct orientations in representation according to training knowledge. The dominant orientation is the “application orientation”, using didactic methods emphasizing a technical nature. “Explanation orientation” relates to didactic methods, which assist into a better understanding of disciplinary logic. With “engineering orientation” and “support orientation”, training knowledge uses less didactic methods, organization and administration training resources in the fi rst case and building a project of insertion in the second.
