Fundamental Issues of Teachers’ Training in Laboratorial Teaching

This article presents the theoretical basis and certain results of an experiment on creating a learning community and at the same time a community of practice among teachers of vehicle mechanics in VET, built around a school laboratory. The conceptual tool of the distinction between tacit and explicit knowledge has been used as a criterion for the codification of the curriculum, during the external didactic transformation, in order to adapt professional knowledge to the educational environment. For the internal transformation, the conceptual tool of socially framed knowledge is used to design actions for the systematic dissemination of knowledge created by teachers among themselves.