Habitus and embedded skills: differing perspectives on the “practical logic” of teaching practices
In the theoretical framework developed by Y. Lenoir and his colleagues, Bourdieu’s concept of habitus is fundamental to explaining the tacit aspect of teaching practices. This article takes a critical look at the connection the framework makes between the concept of habitus and that of embedded skills, which is derived from French ergonomic psychology. Our primary objective is to examine the relevance and the limitations of this connection, with specific focus on its methodological implications. Our results indicate that a cognitive interpretation of the concept of habitus may contribute significantly to understanding the implicit aspect of professional practices.