Social Representations of Parents and Secondary Teachers about Cross-curricular Competencies
This study aims to describe parents’ and teachers’ social representations of cross-curricular competencies, and to clarify the links between those representations and the educative and pedagogical actions used with adolescents. Data were collected from focus groups. The results show that the 5 parents and the 6 teachers having participated in the study have diverse representations of cross-curricular competencies. A better understanding of the concept of cross-curricular competencies and a better communication between these two groups are promising avenues for greater cohesion in the educative and pedagogical actions with adolescents.