Abstract, This paper investigates smaller-scale transitions that are part of the longer-term processes of subjective transformation and adaptation to new professional competencies for learners in the field of vocational education. On the conceptual level, it proposes to view transitions as intermediate states in situated trajectories of learning. The notion of trajectory aims to capture that (a) learning occurs through situated and highly contextualized micro activities and (b) that these activities occur within historical sequences of events, which come to form over time dynamic trajectories. The ingredients constitutive of a trajectory of learning are first defined. The notions presented are next applied to the empirical analysis of one sequence of learning, in which we show the transitions undergone by one object of knowledge as it is being taught to different apprentices in a workshop. On the theoretical plane, the paper thus proposes to view transitions as microdynamics of change. On the methodological plane, it contributes to identifying possible empirical sources and methodological frames to study micro-transitional phenomena.

Cet article porte sur les micro-phénomènes transitionnels à l’oeuvre dans les processus d’aprentissage des métiers en formation professionnelle initiale. Sur le plan conceptuel, il propose d’envisager les transitions comme des états intermédiaires de trajectoires situées d’apprentissage plus larges. La notion de trajectoire située vise à rendre compte d’une double dimension des processus d’apprentissage: (a) leur caractère situé et hautement contextualisé, et (b) leur inscription dans des trajectoires temporelles. L’article commence par développer la notion de trajectoire située d’apprentissage comme unité d’analyse avant d’en tester la pertinence au travers de l’analyse d’une séquence d’enseignement/apprentissage documentant des transitions et des transformations d’un objet de savoir enseigné dans le cadre d’un atelier de mécanique. Au plan théorique, cette contribution propose de considérer les transitions commes des micro-dynamiques inductrices de changement. Au plan méthodologique, il contribue à identifier des concepts et outils méthodologiques pouvant servir de ressources pour tracer des transitions dans des données empiriquement attestées.

Key words: Discourse analysis, Learning, Trajectory, Transition, Vocational education.

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