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                <term xml:lang="fr">Professional skills</term>
                <term xml:lang="fr">Trajectorie</term>
                <term xml:lang="fr">Didactique professionnelle</term>
                <term xml:lang="fr">Ingénierie de formation</term>
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              <p>The current changes in vocational training and work raise questions about the engineering of professional skills development, which would support and underpin their development through a personalised approach to training pathways. However, the numerous studies carried out in different fields of social science concerning the socio-professional trajectories of individuals do not allow us to stabilise the conceptual elements for such engineering. Adopting the theoretical framework of vocational didactics, this article proposes a number of conceptual points of reference for a didactic and diachronic perspective on vocational training pathways, based on modelled trajectories of competence development among professionals. It illustrates the value of this by analysing the development of agronomic reasoning in learners preparing for a vocational baccalaureate in Agricultural Business Management.</p>
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              <p>Les transformations actuelles de la formation professionnelle et du travail interrogent une ingénierie du développement des compétences des professionnels qui accompagnerait et étayerait leur élaboration par une approche personnalisée des parcours. Or, les nombreux travaux conduits dans différents champs des sciences sociales concernant les trajectoires socioprofessionnelles des individus ne permettent pas de stabiliser des éléments conceptuels en vue d'une telle ingénierie. Adoptant le cadre théorique de la didactique professionnelle, cet article propose quelques repères conceptuels permettant une perspective didactique et diachronique sur les parcours de formation professionnelle, s'appuyant sur les trajectoires modélisées d'élaboration de la compétence chez les professionnels. Il en illustre l'intérêt à partir de l'analyse de la construction des raisonnements agronomiques chez des apprenants engagés dans un baccalauréat professionnel Conduite et Gestion des Entreprises Agricoles.</p>
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