The international scientific journal Phronesis examines issues relating to the professionalization of “support occupations” that are focused on other people, in other words, occupations whose interactive dimension makes them difficult to study. The aim of Phronesis is to promote the advancement of knowledge on these issues, as well as to foster reflection and critical debate on related subjects. The journal’s intent is to study these occupations and their professionalization from the standpoint of major social questions and stakes; from theoretical and conceptual standpoints that seek to shed light on ideological, political, historical and cultural dimensions; and from a methodological standpoint, specifically by presenting and discussing the results of empirical research. Phronesis is not science, but rather judgment and discernment; in this sense, it is at the heart of these occupations. It is the intellectual virtue that allows human beings to properly assess singular situations, and is consequently situated in the field of practice. Above all, it enables deliberation about a singular situation (providing care, teaching, etc.) with a view to supporting rational choices.
As a result, one of the objectives targeted within and through professionalization is work. The scientific contributions published in this journal propose to situate the question of work, the question of these occupations’ activity, and the question of professional practices as cornerstones in the issue of professionalization. The research and other scholarly texts published in Phronesis address the support occupations across a variety of sectors, including school-based and non-formal education, adult education, health and social work professions, advisory and assistance professions, etc. The objective is to present research from an array of disciplinary backgrounds in order to describe and understand various professional contexts, the territories where these professions are exercised, analysis of situation-based work activity, practices developed in training and work situations, professional training policies, and methods and processes involved in learning, employment integration and professional development. In sum, Phronesis strives to advance the knowledge on pathways, processes, situations and conditions for professionalization within support occupations.
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Back issues (34 issues)
Permanent archiving of articles on Érudit is provided by Portico.
Volume 10, Number 4, 2021
Penser la formation, l’insertion professionnelle et l’exercice d’une profession dans le cadre d’un developpement durable des ressources humaines : enjeux et perspectives dans un monde sous tension
Volume 10, Number 2-3, 2021
Comment soutenir l’articulation entre les croyances et les pratiques chez les (futurs) enseignants ?
Volume 10, Number 1, 2021
- Volume 10, Number 4, 2021
Volume 7, Number 4, 2018
Considérations sur le développement professionnel dans les métiers de la formation
Volume 7, Number 3, 2018
L’apprentissage transformateur : état des lieux et portée heuristique d’un construit en développement
Volume 7, Number 2, 2018
Le repérage des trajectoires d’activité dans les métiers de l’humain : quelles analyses ?
Volume 7, Number 1, 2018
L’evaluation de dispositifs par des recherches collaboratives, enjeux d’un champ de recherche emergent
- Volume 7, Number 4, 2018
Volume 6, Number 4, 2017
Évaluation et accompagnement dans l’analyse de la pratique
Volume 6, Number 3, 2017
Soigner et prendre soin d’autrui : quels enjeux pour l’éducation et la formation?
Volume 6, Number 1-2, 2017
Les recherches collaboratives en éducation et en formation : référents théoriques, outils méthodologiques et impacts sur les pratiques professionnelles
- Volume 6, Number 4, 2017
Volume 5, Number 3-4, 2016
Quels discours pour quel développement professionnel ?
Volume 5, Number 2, 2016
Quelle place pour les fondements de l’éducation dans le travail éducatif aujourd’hui ?
Volume 5, Number 1, 2016
Les reliances de l’alternance en formation et ses effets sur les processus de construction identitaire des alternants
Volume 4, Number 4, 2016
Les voies et les voix de l’accompagnement
- Volume 5, Number 3-4, 2016
Volume 4, Number 3, 2015
Intervention sociale, éducative et socio-éducative et réflexivité des faits sociaux
Volume 4, Number 2, 2015
La place de la recherche en sciences humaines, sociales et économiques dans les écoles d’ingénieurs : bilan et perspectives
Volume 4, Number 1, Winter 2015
L’activité humaine au coeur du travail
- Volume 4, Number 3, 2015
Volume 2, Number 4, October 2013
Du bon usage de la notion de « professionnalisation » : entre modèle de formation, élaborations des politiques et attentes des acteurs; quelles convergences ?
Volume 2, Number 2-3, April–July 2013
Intervention et pratique éducative : Reflet et/ou tensions entre instruction, socialisation et qualifications ?
Volume 2, Number 1, January 2013
Le praticien réflexif : mythe ou réalité en formation à l’enseignement ?
- Volume 2, Number 4, October 2013
Volume 1, Number 4, October 2012
Au fondement des savoirs professionnels en enseignement
Volume 1, Number 3, July 2012
De l’analyse des pratiques enseignantes à la mise à jour des compétences professionnelles : vers plus d’efficacité ?
Volume 1, Number 2, April 2012
Les acteurs de l’éducation et de la formation face aux défis des savoirs : enjeux de recherche, enjeux de pratique
Volume 1, Number 1, January 2012
La situation professionnelle
- Volume 1, Number 4, October 2012
Editorial policy and ethics
Phronesis is an international scientific journal devoted to the field of professionalization, particularly within “support occupations,” or occupations that are focused on other people. These education, care and advisory occupations, among others, are characterized by their relational nature; their activities are geared toward the production of services rather than goods. These activities share certain features, which are most often studied from a monodisciplinary perspective. In its approach to these many occupations, Phronesis is by contrast a resolutely interdisciplinary journal. The research it presents deals with these occupations’ learning approaches and their implementation, with various service activities, and with occupational objects. Far from being inert, these objects “react,” thereby situating the support occupations within the dynamic of a professional-client/beneficiary co-production. As a result, the activities that take place (involving “activities on the activities of others”) cannot be based on the sole expertise of one individual but rather involve a concern to vary and adapt action within a situation.
As a result, the relational occupations, probably more so than others, are subject to strong pressure, especially from institutional sources, to continually adapt their activities. This gives rise to a debate between “institutionalization” (the institutional definition of activity) and the “professionalization” of activity (the professional group’s definition and ownership of activity), in a context where the processes for promoting, designing and implementing training and/or work methods come under an intent to professionalize individuals within organizations or institutions. These methods and programs explicitly target the development of competencies and professional qualities that enable the social “production of professionals”; in other words, they target processes that will professionally develop individuals confronted with training and/or work situations. Indeed, individuals develop their learning and construct their professional identities in these situations, based on the idea that professionalization consists not only in the institutional offering of a method or program, but also in the often informal dynamic of learning that plays out within the work situation.
Overview of the journal, the editorial policy and its strategic direction
Traditional scientific research in the area of training and professionalization has fairly widely concentrated on industrial activities (for example, the sociology of work) and, only more recently and to a lesser extent, on human-related activities. The purpose of this journal is precisely to better understand the issues and forms of professionalization involved in human-related occupations, which are sometimes referred to as “support occupations.” The journal’s intent is first and foremost to promote the dissemination of new information attuned with the conceptual evolution taking place in the way such occupations are analyzed. In addition to presenting original research, the journal serves as a platform for debating related theoretical and conceptual questions with a view to fostering innovation. In this spirit, Phronesis is open to suggestions in the way of academic articles based on empirical investigation, but also theoretical texts, which may be the subject of special issues.
Background, mandate and current theme
Fundamentally speaking, the guiding theme of Phronesis emerged from a new way to conceive the analysis of support occupations, prompted by the emergence of interdisciplinarity, activity theories and situationist approaches. The journal has examined related issues since 2010 in the context of research activities led by the University of Sherbrooke’s Research Institute on Educational Practices, University Institute of Geriatrics, and International Monitoring Network on Professionalization. From its inception, the journal has therefore been located in a resolutely international perspective.
Definitive versions of texts must comply with the style sheet provided here. Texts that do not comply with the style sheet will be returned to their authors.
Definitive versions of texts must also be accompanied with a signed “assignment of copyright” form available in English here.
Current evaluation procedures for each issue
The coordinators of the issue will submit all proposed articles to three researchers for external evaluation. In the event of disagreement between reviewers, a fourth evaluation may be sought. The reviewers will evaluate articles submitted to them using the Phronesis evaluation grid available here in English.
Author Guidelines – General presentation rules
- Texts must be in Word format only (PC or Mac).
- Texts should follow American Psychological Association (APA) style, adapted in French in accordance with prevailing linguistic standards.
- Each chapter must contain fewer than 60,000 characters (including spaces).
- Texts must be single spaced.
- Text font must be Minion Pro (size 10) or Times New Roman (size 10).
2. Presentation of figures and tables:
- A maximum of three tables are permitted per article. Individual table size should not exceed one page.
- Likewise, a maximum of three figures and diagrams are permitted per article. They must be submitted in .jpeg, .tiff, .pdf or .png format.
- Authors must indicate the respective locations of diagrams, tables, figures, charts, etc. to insert. All such graphical elements must be appended along with any instructions required in order to compose the documents in question.
3. Heading levels
- Three heading levels are permitted.
- Headings and subheadings must be numbered in order to clarify text levels (e.g., 1., 1.1., 1.1.1.).
4. Wrinting format :
- Italics should be used only for foreign words and book titles.
- Bold should be used only for headings and subheadings.
5. Writing of numbers:
- Numbers from 0 to 10 (inclusive) should always be spelled out, whether they appear at the start of a sentence or not.
- Numbers from 11 and above should be written in numerals (digits) within a sentence; at the start of the sentence, however, they should be spelled out.
- In the case of an enumartion involving several categories and using different numbers within the same sentence, all numbers should be written in numerals.
- Numbers below zero, fractions, ratios and percentages should always be written in numerals.
6. In-text quotation and bibliographical references must follow APA style, 6th edition
Publication Ethics Statement
Editorial team’s responsibilities
- To act in a balanced, objective and fair way while carrying out their expected duties, without discrimination on grounds of gender, sexual orientation, religious or political beliefs, ethnic or geographical origin of the authors.
- To handle submissions for sponsored supplements or special issues in the same way as other submissions, so that articles are considered and accepted solely on their academic merit and without any influence.
- To adopt and follow reasonable procedures in the event of complaints of an ethical or conflict nature, in accordance with the policies and procedures of the University of Sherbrooke where appropriate. To give authors a reasonable opportunity to respond to any complaints. All complaints should be investigated no matter when the original publication was approved. Documentation associated with any such complaints should be retained.
- No sponsored paper will be accepted
- To contribute to the decision-making process, and to assist in improving the quality of the published paper by reviewing the manuscript objectively, in a timely manne
- To maintain the confidentiality of any information supplied by the editor or author. To not retain or copy the manuscript.
- To alert the editor to any published or submitted content that is substantially similar to that under review.
- To be aware of any potential conflicts of interest (financial, institutional, collaborative or other relationships between the reviewer and author)
- To alert the editor to these, if necessary withdrawing their services for that manuscript.
- To maintain accurate records of data associated with their submitted manuscript, and to supply or provide access to these data, on reasonable request from the editor, reviewers or readers. Where appropriate and where allowed by employer, funding body and others who might have an interest, to deposit data in a suitable repository or storage location, for sharing and further use by others.
- To confirm/assert that the manuscript as submitted is not under consideration or accepted for publication elsewhere. Where portions of the content overlap with published or submitted content, to acknowledge and cite those sources. Additionally, to provide the editor with a copy of any submitted manuscript that might contain overlapping or closely related content.
- To confirm that all the work in the submitted manuscript is original and to acknowledge and cite content reproduced from other sources. To obtain permission to reproduce any content from other sources.
- Authors should ensure that any studies involving human or animal subjects conform to national, local and institutional laws and requirements and confirm that approval has been sought and obtained where appropriate. Authors should obtain express permission from human subjects and respect their privacy.
- To declare any potential conflicts of interest (e.g. where the author has a competing interest (real or apparent) that could be considered or viewed as exerting an undue influence on his or her duties at any stage during the publication process).
- To notify promptly the journal editor or publisher if a significant error in their publication is identified. To cooperate with the editor and publisher to publish an erratum, addendum, corrigendum notice, or to retract the paper, where this is deemed necessary.
- University of Sherbrooke which it publishes shall ensure that good practice is maintained to the standards outlined above.
- For all electronic database distributing Phronesis, more detailed ethical procedures will be set out and brought to the attention of Journal editors and editorial boards.
2. Procedures for dealing with unethical behaviour
Identification of unethical behaviour
- Misconduct and unethical behaviour may be identified and brought to the attention of the editor and publisher at any time, by anyone.
- Misconduct and unethical behaviour may include, but need not be limited to, examples as outlined above.
- Whoever informs the editor or publisher of such conduct should provide sufficient information and evidence in order for an investigation to be initiated. All allegations should be taken seriously and treated in the same way, until a successful decision or conclusion is reached.
An initial decision should be taken by the editor, who should consult with or seek advice from the publisher, if appropriate.
Evidence should be gathered, while avoiding spreading any allegations beyond those who need to know.
- Minor breaches
Minor misconduct might be dealt with without the need to consult more widely. In any event, the author should be given the opportunity to respond to any allegations.
- Serious breaches
Serious misconduct might require that University of Sherbrooke be notified. The editorial team, in consultation with the University of Sherbrooke as appropriate, should make the decision whether or not to involve the scientific comitee, either by examining the available evidence themselves or by further consultation with a limited number of experts.
- Minor breaches
- Outcomes (in increasing order of severity; may be applied separately or in conjunction)
Digital preservation policy
Phronesis is permanently archived on Portico.
Instruction pour les auteurs
Les auteurs peuvent se référer à un document intitulé "Consignes aux auteurs", document disponible sur demande auprès de Mme Roxane Deraynald à l'adresse suivante :
Philippe Maubant, Université de Sherbrooke, Canada
Editorial Chief 1
Yves Couturier, Université de Sherbrooke, Canada
Editorial Chief 2:
Richard Wittorski, Université de Rouen, France
Lucie Roger, Université du Québec à Montréal, Canada et Université de Nantes, France
Membres of Editorial Team:
Jean Clénet, Université de Lille 1, France
Jean-François Desbiens, Université de Sherbrooke, Canada
François Gitzhofer, Université de Sherbrooke, Canada
Thierry Piot, Université de Caen, France
Abernot, Yvan, Ecole nationale de formation agronomique, Toulouse, France
Alhadeff-Jones, Michel, Columbia University, New York, États-Unis
Altet, Marguerite, Université de Nantes, France
Arbos Bertran, Albert, Université internationale de Catalogne, Barcelone, Espagne
Aubry, François, Université de Sherbrooke, Canada
Bank, Volker, Technische Universität, Chemnitz, Allemagne
Barbier, Jean-Marie, Conservatoire National des Arts et Métiers, Paris, France
Berger, Guy, Université Paris 8, France
Boudjaoui, Mehdi, Université de Lille 1, France
Bourassa, Bruno, Université Laval, Canada
Bourgeois, Étienne, Université de Genève, Suisse
Brémaud, Loïc, Univeristé de Rennes 2, France
Buysse, Alexandre, Université Laval, Québec, Canada
Calvo Puig, Pedro, Université internationale de Catalogne, Barcelone, Espagne
Chouinard, Isabelle, Université du Québec en Abitibi-Témiscamingue, Canada
Christou, Theodore, Queen's University, Kingston, Canada
Clénet, Jean, Université de Lille 1, France
Coiduras, Jordi, Université de Lleida, Espagne
De Ketele, Jean-Marie, Université de Louvain-la-Neuve, Belgique
Demazière, Didier, Sciences-Po Paris, France
Derobertmasure, Antoine, Université de Mons, Belgique
Desbiens, Jean-François, Uinversité de Sherbrooke, Canada
Dillon, David, Université McGill, Montréal, Canada
Étienne, Richard, Université de Montpellier 3, France
Falkenberg, Thomas, Université of Manitoba, Winnipeg, Canada
Faulx, Daniel, Université de Liège, Belgique
Fillietaz, Laurent, Université de Genève, Suisse
Fourdrignier, Marc, Université de Reims-Champagne-Ardennes, France
Gitzhofer, François, Université de Sherbrooke, Canada
Groux, Dominique, Université Antille-Guyanne, France
Hébrard, Pierre, Université de Montpellier 3, France
Helmchen, Jürgen, Université de Münster, Allemagne
Houssaye, Jean, Université de Rouen, France
Jaeger, Marcel, Conservatoire National des Arts et Métiers, Paris, France
Jorro, Anne, Conservatoire National des Arts et Métiers, Paris, France
Kaddouri, Mokhtar, Université de Lille 1, France
Lantheaume, Françoise, Université de Lyon 2, France
Lapostolle, Guy, Université de Bourgogne, Dijon, France
Lejeune, Michel, École Polytechnique de Montréal et Institut national de recherche scientifique, Montréal, Canada
Mabilon-Bonfils, Béatrice, Université de Cergy-Pontoise, France
Marcel, Jean-François, Université de Toulouse 2, France
Martineau, Stéphane, Université du Québec à Trois- Rivières, Canada
Marquet, Pascal, Université de Strasbourg, France
Mayen, Patrick, AGROSUP, Dijon, France
Moldoveanu, Mirela, Unuversité du Québec à Montréal, Canada
Morissette, Joëlle, Université de Montréal, Canada
Morin, Paul, Université de Sherbrooke, Canada
Olry, Paul, AGROSUP, Dijon, France
Osty, Florence, CNRS/CNAM, Sciences-Po, Paris, France
Pagoni, Maria, Université de Lille 3, France
Perez-Roux, Thérèse, Université de Montpellier 3, France
Piot, Thierry, Université de Caen- Basse Normandie, France
Plaisance, Éric, Université Paris-Descartes, France
Poizat, Denis, Université de Lyon 2, France
Pudelko, Béatrice, Télé-Université du Québec, Canada
Raveleau, Benoît, Université Catholique de l'Ouest, Angers, France
Remoussenard, Patricia, Université de Lille 3, France
Rinaudo, Jean-Luc, Université de Rouen, France
Robin, Jean-Yves, Unuversité Catholique de l'Ouest, Angers, France
Roquet, Pascal, Université de Montpellier 3, France
Silva, Anna Maria, Université de Minho, Braga, Portugal
Sonntag, Michel, Institut national de sciences appliquées, Strasbourg, France
Vanhulle, Sabine, Université de Genève, Suisse
Veillard, Laurent, Institut français d'éducation, Lyon, France
Vinatier, Isabelle, Université de Nantes, France
Wallet, Jacques, Université de Rouen, France
Wittorski, Richard, Université de Rouen, Rouen, France
Xypas, Constantin, Université Catholique de l'Ouest, Angers, France
Zouari, Yassine, Institut supérieur des Beaux-Arts, Tunis, Tunisie
Comité de lecture 2013
Alava, Séraphin; ESPÉ Toulouse
Aubry, François; Université de Sherbrooke, Canada
Bourassa, Bruno; Université Laval, Canada
Buysse, Alexandre; Université Laval, Canada
Chalmel, Loïc; Université de Haute-Alsace, France
Clénet, Jean; Université de Lille I, France
Correa Molina, Enrique; Université de Sherbrooke, Canada
Couturier, Yves; Université de Sherbrooke, Canada
Desbiens, Jean-François; Université de Sherbrooke, Canada
Dumet, Thomas; Université de Lille I, France
Étienne, Richard; Université de Montpellier 3, France
Faulx, Daniel; Université de Liège, Belgique
Fraysse, Bernard; Université de Toulouse II, France
Gervais, Colette; Université de Montréal, Canada
Groux, Dominique; Université Catholique de Paris, France
Guttierez, Laurent; Université de Rouen, France
Hébrard, Pierre; Université de Montpellier 3, France
Heimberg, Charles; Université de Genève, Suisse
Houssaye, Jean; Université de Rouen, France
Jean-François Marcel; Université de Toulouse II, France
Joël Clanet; Université de la Réunion, France
Jorro, Anne; CNAM, Paris, France
Kahn, sabine; Université libre de Bruxelles, Belgique
Kalubi, Jean-Claude; Université de Sherbrooke, Canada
Kristine Balslev; Université de Genève, Suisse
Lapostolle, guy; Université de Bourgogne, France
Larivée, Serge; Université de Montréal, Canada
Le Goff, Jean-Louis; Université de Rouen, France
Leclerc, Gilles; Université de Lille 1, France
Levasseur, Louis; Université Laval, Canada
Marquet, Pascal; Université de Strasbourg, France
Martineau, Stéphane; Université du Québec à Trois-Rivières, Canada
Maubant, Philippe; Université de Sherbrooke, Canada
Mohib, Najoua; Université de Strasbourg, France
Morin, Marie-France; Université de Sherbrooke, Canada
Olry, Paul; Agro-sup, Dijon, France
Osty, Florence; CNAM, Paris, France
Piot, Thierry; Université de Caen, France
Poizat, Denis; Université de Lyon, France
Pudelko, Béatrice; TÉLUQ, Canada
Remoussenard, Patricia; Université de Lille III, France
Restrepo, Gerardo; Université de Sherbrooke, Canada
Roger, Lucie; Université de Nantes, France
Roquet, Pascal; Université de Montpellier 3, France
Thomas, Lynn; Université de Sherbrooke, Canada
Tominska, Édyta; Université de Genève, Suisse
Trouvé, Alain; Université de Rouen, France
Vanhulle, Sabine; Université de Genève, Suisse
Vincent, Hubert; Université de Rouen, France
Wallet, Jacques; Université de Rouen, France, AUF
Wittorski, Richard; ESPE Rouen, France