Interdisciplinary Research Laboratory in Didactics, Education, and Training

TFP Program, 2021–2022 Schedule

Overview of the project

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

From an ergonomic perspective, we aim to contribute to the design of vocational training programs based on an analysis of actual work activities, particularly 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 primary 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 the actual activity—that is, what workers actually do to fulfill the task. We start from 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 application of instructions or pre-established rules, always goes beyond the task.

• 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 to closely mirror real-world work situations (on-the-job scenarios, practice analysis, simulations, video training, serious games, “innovative” scenarios, etc.). The aim is to determine how the knowledge and skills acquired in these vocational training settings 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 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 narratives of practitioners regarding 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, partly shared, way of “being in the trade” that 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 given to the action.

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), between which we can draw connections while exploring their specific characteristics.

2.5-hour session – mornings from 10:00 AM to 12:30 PM and afternoons from 2:00 PM to 4:30 PM

Schedule forthe First Semesterof the 2021–2022 Academic Year

Session 1 on the morning of September 17, 2021 (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 half of the year
  3. Seminar formats: in-person, remote (either fully 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 on the morning of October 8, 2021 (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 on October 22, 2021, in the afternoon (Room A 205)

  1. Presentation by Pierre-Alexandre Ravet, a doctoral student under the supervision of 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 journey of reflection on inclusion and its effects on professional practices.”

Session 4 on November 26, 2021, in the 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 semester’s focus on “Inclusion and Professionalism.”

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 ongoing work, and development of the second-semester schedule.

Schedule forthe Second Semesterof the 2021–2022 Academic Year

Workshop on Collaborative Research

Section 1: How do these approaches engage with 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?

Summary of the First Semester Course "Inclusion and Professionalism"

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

  • Development of the program’s six-month schedule
  • 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 (NAs) and registered nurses (RNs) 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 “Primary School in the 21st Century” conference 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 partnership practices.

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

  1. A collaborative project by Anne-Marie Mottaz with Julie Fernandez, a daycare director, on the daycare internship component of the childcare worker training program.
  2. Presentation by Anita Messaoui on the findings of 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 on the morning of April 15, 2022 (Room A 109?)

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

Session 10 on the afternoon of May 20, 2022 (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 on the morning of July 1, 2022 (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