Compared social representations. How teachers and educational advisers see the aims of history education
The article presents the results of an inquiry about history teacher’s and educational adviser’s social representations of the aims of history education. The results show that two subgroups of history teachers coexist and have different representations of the aims of history education. The first subgroup considers that developing the student’s competencies and their ability to use the historical method is more important, where the second subgroup is more focused on transmitting the collective memory. To the educational advisers, working on competencies and the historical method is primordial, even more than to the first subgroup of teachers. Our inquiry shows that there seems to be three different social representations of the aims of history education coexisting in the Québec history education community.