Interdisciplinary Research Laboratory on Didactics, Education, and Training

Knowledge, Practices, Pedagogy

The research conducted within the SPD research area focuses primarily on issues related to the production, circulation, and dissemination of various types of knowledge and practices. The SPD research area addresses two main themes.

The first concerns the relationships that can be established between “Knowledge, Practices, and Training.” The aim is to examine how knowledge and practices evolve in relation to their environments (digital technologies, pedagogical innovations, etc.). This research incorporates both comprehensive and transformative objectives, drawing on the interplay and hybridization of didactic frameworks and activity-centered, sociological, psychological, and even anthropological approaches.

The second theme concerns the relationships that can be established between “Society, Knowledge, and Practices.” This theme broadens the focus to examine how socio-educational contexts impact—and are impacted by—the construction and dissemination of knowledge and practices.

Furthermore, this reflection involves an analysis of intercultural, linguistic, and relational issues in order to develop inclusive educational practices that take into account the vulnerability of the participants. We will also explore the multimodal nature of interactions among participants, as well as how these interactions influence the processes of knowledge and practice acquisition, particularly in relation to socio-cognitive misunderstandings and power relations at the microsocial level. The role of politics in educational interactions is thus a central focus of our research, and we examine how power dynamics impact pedagogical practices and access to knowledge.

While primarily focused on the field of education, the research conducted within this research area also extends to other fields, whenever knowledge and/or practices are identified as involving individual or collective construction, dissemination, transmission, and/or acquisition. Much of this research is conducted through collaborative research initiatives with professionals and thus also aims to understand how the dynamics at play in these initiatives enable the co-construction of knowledge by various stakeholders and the professional development of these stakeholders in terms of teaching practices.

SOME CONTRIBUTORY PROJECTS

Current Projects

Currently being updated.

Past Projects

  • Analysis of the Work and Professional Development of Preschool Teachers (ANADEPEM, Hélène Marquié-Dubié and Sandrine Bazile, 2016–2019).
  • ARgumentation and Digital Technology (AREN, Manual by Bächtold, Sylvie Canat, Kévin de Checchi, Capucine Huet, Valérie Munier, and Gabriel Pallarès, 2016–2020).
  • ECRICOL (Sandrine Bazile, 2016–2020).
  • Development and Evaluation of a Professional Development Program Aimed at Improving the Teaching of Modeling in Mathematics and the Physical Sciences. (Aurélie Chesnais, 2019).
  • FORMSCIENCES, “Qualitative Evaluation” (Manuel Bachtold, Aurélie Chesnais, David Cross, Karine Molvinger, and Valérie Munier, 2014–2018).
  • Implicit Knowledge and Academic Differentiation: A Didactic and Linguistic Analysis of Student Group Work in Physics Class (ID-ADL, Sandrine Bazile, Aurélie Chesnais, David Cross, Céline Constantin, and Valérie Munier, 2017–2019).
  • "Learning Languages Through the Body" (Stéphane Soulaine, Sylvie Perez, and Aldo Gennai, 2018–2019).
  • LEXIFORM: Vocabulary and Training (Brahim Azaoui, Clément Barniaudy, Christine Boutevin, Catherine Dupuy, and Valérie Munier, 2019).
  • Research on Multimodality and Multilingualism in Literature for Language Teaching (MULTIPLL, Brahim Azaoui, 2019).
  • International Observatory on Algebraic Thought (OIPA, Alain Bronner, 2016).
  • PELAS (Sandrine Bazile, Christine Boutevin, Agnès Perrin-Doucey, 2014–2019).
  • The Role of Language in Teaching, Learning, and Teacher Education (Aurélie Chesnais, David Cross, Catherine Dupuy, Serge Leblanc, Valérie Munier, Yves Soulé, Frédéric Torterat, 2017–2019).
  • Regulating Instructional Strategies Through the Analysis of Student Activity (R2D2AE, Aldo Gennaï, Christine Boutevin, Aurélie Chesnais, Catherine Dupuy, Valérie Munier, Agnès Perrin-Doucey, and Yves Soulé, 2019–2021).
  • From Text to Classroom (TALC, Sandrine Bazile, Christine Boutevin, Y. Daumet, Catherine Dupuy, M. Eugène, Aldo Gennaï, S. Genre, Agnès Perrin-Doucey, Patricia Richard-Principalli, Serge Leblanc, H. Raux, Yves Soulé, and Frédéric Torterat, 2017–2020).
  • See, Do, Say (VOI, Caroline Blanvillain, Franck Leblanc, 2018–2021).