Interdisciplinary Laboratory for Research in Didactics, Education, and Training

TFP focus, 2021-2022 program

Reminder of the project's focus

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 seek to contribute to the design of professional training courses based on the analysis of actual activities, in particular by creating simulated situations to develop an approach that focuses on learning from situations rather than simply acquiring knowledge.

To achieve this, the focus area has three main objectives:

• The first objective is to understand the work by analyzing it both in terms of what is required, i.e., what needs to be done, and in terms of the actual activity, i.e., what the actors actually do to meet the requirements. We start from the initial observation, based on numerous studies in ergonomics, that there is a permanent and inevitable gap between the prescribed task and the actual activity, revealing the full complexity of the work. Work activity can never be reduced to the application of instructions or pre-established rules, and always goes beyond the task.

• The second objective is to understand learning and development at work by analyzing vocational training activities (those of trainees and trainers) in various settings closely linked to real-life work situations (field situations, practice analysis, simulation, video training, serious games, "innovative" situations, etc.). The aim is to establish how the skills and knowledge acquired in these vocational training situations are sources of inspiration, creativity, and new learning in real work situations. The conditions for professional development are studied in particular through the understanding of processes of mimetic immersion, reflexivity, and cooperation. Professional development is understood in terms of becoming, processes, and the relationship between the actor, the environment, and others 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 in the process of formation (beginners), established, or evolving, by examining the intersecting discourses of actors about their work, their experiences, the contexts in which they operate, and their rationales (actor-system). Talking about professionalism means considering both the acquisition/stabilization of the professional skills necessary to practice the profession and the unique, partly shared, way of "being in the profession" that mobilizes a strong identity dimension. In fact, this approach takes into account the dynamics of professional identities and the issues of recognition that contribute, individually and within groups, to the meaning given to the action.

This year, an initial working focus on "inclusion and professionalism" is being launched, with possible collaborations with SANTESIH that could lead to collective writings summarizing our debates and work within this area. In addition to the laboratory notebook, joint publications are also being considered.

This focus is obviously not exclusive: other topics will be addressed during the year. It provides an opportunity for regular discussions on methodological approaches (particularly clinical, social, and anthropological), between which we can establish links while discussing their specific features.

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

Programming forthe first semesterof 2021-2022

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

  1. Roundtable presentation of participants in the research area
  2. Review of the June survey and presentation of thefirst-semesterguidelines for the focus area
  3. Seminar operating procedures: in-person, remote (all or part)
  4. Launch of the discussion on "Inclusion and Professionalism": Four or five researchers present a short video explaining what inclusion is and how they work with it.

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

  1. Presentation by Hervé Benoit from INSHEA: "The genealogy of inclusion in Europe: similarities and differencesbetween Integrazione scolastica inItaly,special needs inEngland, and inclusion in French schools."
  2. Presentation by Elodie Debroeck with Sébastien Pennou from CIRNEF: "Inclusive clinical practice and dynamics in social work: foundations and perspectives."

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

  1. Presentation by Pierre-Alexandre Ravet, 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, senior lecturer at the SantESiH laboratory: "From the opposite of exclusion to the social responsibility of stakeholder participation: reflections on inclusion and its effects on professional practices."

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

  1. Presentation by Kananny Ag Hartata, doctoral student under the supervision of Thérèse Perez-Roux, who will defend his thesis entitled "Professionalization and professional identity of private security trainers: challenges and transactions" on December 6.
  2. Presentation by Sylvie Canat: "Clinical Approach to Inclusion" in our semester's featured theme, "Inclusion and Professionalism."

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

  1. Presentation by Laure Guinot, first-year doctoral student supervised by Frédéric Torterat, on "professionalism in social work."
  2. Presentation of the work of Audrey de Céglie, Associate Professor in Information and Communication Sciences (CNU 71)
  3. Review of the first semester's sessions, outlook for the work carried out, and development of the schedule for the second semester.

Program forthe second semesterof 2021-2022

Collaborative research project

Entry 1: How do they influence professional practices? How can activity analysis benefit professionals? A cross-disciplinary approach combining epistemological and methodological perspectives.

Entry 2: How should we position ourselves in terms of institutional orders?

Assessment of work completed during Semester 1: "Inclusion and Professionalism"

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

  • Development of the semester agenda for the focus area
  • Prospects for scientific exploitation.

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

Presentation of collaborative research on the relationship between nursing assistants (NAs) and registered nurses (RNs) by nursing professionals and researcher Alain Jean with a view to improving training.

Aurélie Zwang presented a paper entitled "Non-formal education and the development of the 'outdoor classroom': a reconfiguration of partnerships in national education? " presented at the "Primary School in the 21st Century" conference in October, which reports on research conducted with an inter-category working group set up to develop the outdoor classroom in their area and which questions their conceptions and partnership practices.

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

  1. Collaborative project by Anne-Marie Mottaz with Julie Fernandez, nursery director, on nursery placements in childcare training.
  2. Presentation by Anita Messaoui of the results produced with ANR Renoir IUT on teachers in IUTs. Presentation adapted to the second semester's 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 discussion groups between Romanian and American education professionals" presented at the "Interdisciplinarity and Cooperation in Cross-Border Research International Conference."

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

  1. Presentation by doctoral student Richard Lopez (supervised by Thérèse Perez-Roux)
  2. Presentation by doctoral student Cyprien Guillot (supervised by Thérèse Perez-Roux)
  3. Presentation of the initial results of a nationwide survey conducted as part of the "Néo-tit" research project with the Regional Education Authority, coordinated by Thérèse Perez-Roux with Serge Leblanc and Alain Jean.

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

  1. Presentation of doctoral student Manon Arents (supervised by Sylvie Canat), who will defend her thesis on June 22, 2022.
  2. Lecture by Lisa Jacquey (University of Lille) and Marion Voillot (University of Paris, CRI) on research collaborations with associations.

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

  1. Presentation by Sylvie Moussay-Baudin (University of Clermont Auvergne, ACTé) on intervention-research, a form of collaboration among action research projects.
  2. Review and outlook for the year 2022/2023.

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* recorded seminar – video available on the LIRDEF website