Interdisciplinary Research Laboratory on Didactics, Education, and Training

TFP Program, 2021–2022 Schedule

Overview of the project’s focus area

From a sociological perspective, the goal is to understand the dynamics of actors (individuals and groups) in the workplace and their interactions with the institutional, organizational, and human environments.

From an ergonomic perspective, we seek to contribute to the design of vocational training programs based on an analysis of actual work activities, in particular by creating simulation scenarios to foster a situational learning approach rather than merely the acquisition of knowledge.

To this end, the initiative has three main objectives:

• The first objective is to understand work by analyzing it both in terms of the task as prescribed—that is, what needs to be done—and in terms of actual activity—that is, what workers actually do to fulfill the prescribed task. We begin with the observation, drawn from extensive research in ergonomics, that there is a permanent and inevitable gap between the prescribed task and the actual activity, revealing the full complexity of work. Work activity, which can never be reduced to the mere application of instructions or pre-established rules, always goes beyond the task itself.

• The second objective is to understand learning and development at work by analyzing activities in vocational training (those of trainees and trainers) within various programs designed in close alignment with real-world work situations (on-the-job scenarios, practice analysis, simulations, video-based training, serious games, “innovative” scenarios, etc.). The aim is to determine how the knowledge and skills acquired and internalized in these vocational training contexts serve as sources of inspiration, creativity, and new learning in real-world work situations. The conditions for professional development are studied, in particular, through the analysis and understanding of processes of mimetic immersion, reflexive inquiry, and cooperation. Professional development is understood in terms of becoming, processes, and the actor-environment-other relationship through the analysis of transformations in work and/or training activities. The results of these studies contribute to a technological program aimed at designing, validating, modifying, and enriching existing or new training environments.

• The third objective is to understand professional identities that are in the process of being formed (beginners), established, or evolving, by examining the intersecting discourses of the actors about their work, their lived experiences, the contexts in which they operate, and the underlying logic of these contexts (actor-system). To speak of professionalism is to consider both the acquisition and consolidation of the professional skills necessary for practicing the trade and the unique—and partly shared—“way of being in the trade,” which involves a strong sense of identity. In fact, this approach takes into account the dynamics of professional identities and the issues of recognition that contribute, both individually and within groups, to the meaning attributed to one’s actions.

This year, a new research focus on “inclusion and professional practices” is being launched, with potential collaborations with SANTESIH that could lead to joint publications summarizing our discussions and work within this research area. In addition to the research blog, joint publications are being considered.

This focus is, of course, not exhaustive: other topics will be addressed throughout the year. It provides an opportunity for regular discussions on methodological approaches (particularly clinical, social, and anthropological), among which we can draw connections while exploring their specific characteristics.

2.5-hour session – mornings from 10:00 a.m. to 12:30 p.m. and afternoons from 2:00 p.m. to 4:30 p.m.

Schedule forthe First Semesterof the 2021–2022 Academic Year

Session 1, September 17, 2021, morning (Room A 109 – Building A, first floor)

  1. Roundtable introduction of the participants in this research area
  2. A Look Back at the June Survey and an Overview of the Program’s Priorities forthe First Semester
  3. Seminar formats: in-person, remote (entirely or partially)
  4. Launch of the discussion on “Inclusion and Professionalism”: Four or five researchers present, in a short video clip, what inclusion is and how they approach it.

Session 2, October 8, 2021, morning (Room A 109)*

  1. Presentation by Hervé Benoit of INSHEA: “The History of Inclusion in Europe: Convergences and DivergencesBetween ‘Integrazione scolastica’ inItaly,‘Special Needs’ inEngland, and ‘Inclusion scolaire’ in France”
  2. Presentation by Elodie Debroeck and Sébastien Pennou of CIRNEF: “Inclusive Approaches and Dynamics in Social Work: Foundations and Perspectives.”

Session 3, October 22, 2021, afternoon (A 205)

  1. Presentation by Pierre-Alexandre Ravet, a doctoral student advised by Sylvie Canat-Faure: “Inclusive Schools and Institutional Pedagogy: A Solution for the Inclusion of Children with ASD (Autism)?”
  2. Presentation by Sylvain Ferez, Associate Professor (HDR) at the SantESiH Laboratory: “From the Opposite of Exclusion to the Social Responsibility of Stakeholder Participation: A Reflection on Inclusion and Its Effects on Professional Practices.”

Session 4, November 26, 2021, afternoon (Room A 207)*

  1. Introduction to Kananny Ag Hartata, a doctoral student under the supervision of Thérèse Perez-Roux, who will defend her dissertation on December 6, titled: “Professionalization and Professional Identity of Private Security Trainers: Challenges and Compromises”
  2. Presentation by Sylvie Canat: “A Clinical Approach to Inclusion” as part of our featured theme for the semester, “Inclusion and Professional Practices.”

Session 5, December 17, 2021, morning (Room A 109)

  1. Presentation by Laure Guinot, a first-year doctoral student under the supervision of Frédéric Torterat, on “professional practices in social work.”
  2. Presentation of the work of Audrey de Céglie, Assistant Professor of Information and Communication Sciences (CNU 71)
  3. Review of the first-semester sessions, outlook for the work being carried out, and development of the schedule for the second semester.

Schedule forthe Second Semesterof the 2021–2022 Academic Year

Workshop on Collaborative Research

Section 1: How do these approaches engage professional practices? How can activity analysis benefit professionals? A comparison of epistemological and methodological perspectives

Entry 2: How should we position ourselves with regard to institutional orders?

Assessment of the Work Completed in Semester 1: “Inclusion and Professionalism”

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Session 6, January 28, 2022, morning (Room A 217)

  • Development of the half-yearly schedule for the research area
  • Prospects for scientific application.

Session 7, February 18, 2022, morning (Room A 109)

Presentation of a collaborative research study on the relationship between nursing assistants (AS) and registered nurses (IDE) by nursing professionals and researcher Alain Jean, with the aim of improving training

Aurélie Zwang led a discussion on a paper titled “Non-Formal Education and the Development of the ‘Outdoor Classroom’: A Reconfiguration of Partnerships in the French National Education System? ” presented at the symposium “Elementary School in the 21st Century” in October, which reports on research conducted with a cross-sector working group formed to develop the “outdoor classroom” in their region and examines their conceptions and practices regarding partnerships.

Session 8, March 25, 2022, morning (Room A 109)

  1. A collaborative project by Anne-Marie Mottaz with Julie Fernandez, a daycare center director, on the daycare internship component of the early childhood education program.
  2. Presentation by Anita Messaoui on the findings from the ANR Renoir IUT project regarding IUT faculty. The presentation was tailored to the second-semester theme of collaborative research.
  3. Presentation in French and English of an article by Katherine Ruprecht: “Collaborative Development of an Information Literacy Program for Academic Writing Through Focus Groups Involving Romanian and American Education Professionals,” presented at the “Interdisciplinarity and Cooperation in Cross-Border Research International Conference.”

Session 9, April 15, 2022, morning (Room A 109?)

  1. Presentation by Ph.D. candidate Richard Lopez (advised by Thérèse Perez-Roux)
  2. Presentation by Ph.D. candidate Cyprien Guillot (advised by Thérèse Perez-Roux)
  3. Presentation of the initial results of a nationwide survey conducted as part of the “Néo-tit” research project in collaboration with the Regional Education Office, coordinated by Thérèse Perez-Roux along with Serge Leblanc and Alain Jean.

Session 10 on May 20, 2022, in the afternoon (Room A 109?)

  1. Introduction to Ph.D. candidate Manon Arents (advised by Sylvie Canat), who will defend her dissertation on June 22, 2022
  2. Lecture by Lisa Jacquey (University of Lille) and Marion Voillot (University of Paris, CRI) on research collaborations with nonprofit organizations.

Session 11, July 1, 2022, morning (Room A 109?)

  1. Presentation by Sylvie Moussay-Baudin (University of Clermont Auvergne, ACTé) on research intervention, a form of collaboration within action research.
  2. Review and Outlook for the 2022–2023 Year.

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* Recorded seminar – video available on the LIRDEF website