Which Content of Knowledge for Teaching Written Production in Secondary Education? An Analysis of Secondary Teachers Training Curricula in French Areas of Switzerland

Abstract

Part of a broader research project on Teacher Education practices for French written production in French areas of Switzerland, this contribution presents a content analysis of course syllabi and programs in secondary education. In order to understand the context of the five institutions responsible for secondary teacher education, we highlight some of the key institutional constraints, as well as results from the history of practice or political decisions. We also reconstruct the organization of the French didactic curriculum in the institutions, questioning the content and elements relating to written production. The last portion of our work is based on a contents analysis of the course syllabi collected in all five institutions. This contents analysis leads us to propose a content knowledge taxonomy for teaching written production in secondary education.