Interdisciplinary Research Laboratory in Didactics, Education, and Training

Knowledge, Practices, Pedagogy

The Knowledge-Practices-Didactics research area focuses on the production, dissemination, and circulation of knowledge and practices within institutions. It brings together epistemological reflections, studies on teaching and learning practices, research on the design of educational and/or training environments, and inquiries into the role of language in these processes. While primarily situated in the field of education, the research conducted within this area also extends to other fields, provided that knowledge and/or practices are identified as involving individual or collective construction, dissemination, transmission, and/or acquisition.

Overview

In the school setting, the issue of discipline—specifically, school discipline—is a key focus of this research area. The research being conducted also addresses societal issues and challenges that involve not a single disciplinary framework—whether academic or otherwise—but rather a plural and diverse set of frameworks. These characteristics necessitate the use of a multi-framework approach to teaching. Additionally, interdisciplinary research is being developed within the research area.

Some of the questions examined within this research area incorporate a historical and/or curricular perspective in order to shed light on the disciplinary configurations and reconfigurations that can help us understand the development and evolution of teaching practices. The interconnections and tensions between, for example, knowledge and practice, formal and non-formal settings, school and extracurricular contexts, etc., inform research questions in the field of teaching and/or education (school, early childhood, university, etc.) as well as in other learning and/or training settings, such as the health care and recreation sectors, among others.

Research conducted within this research area—regardless of its specific approach, theoretical foundations, or methodologies—aims to understand or transform existing practices.

Under this priority area, the focus will be on:

  1. To examine objects of knowledge and practices in light of societal, technological, and scientific developments, and to (re)define the purposes and challenges of their transmission. This epistemological reflection is conducted from a diachronic or synchronic perspective.
  2. To describe, in order to understand, the discourses and practices (particularly teaching practices and training practices), as well as the learning processes of students and trainees, taking into account their didactic dimension; some research combines didactic approaches with sociological, psychological, anthropological, and other approaches.
  3. To develop and/or improve educational and/or training environments and to study the dynamics of transformation.
  4. To examine the role of language in learning and teaching processes, as well as in the context of vocational training.

Summary prepared by Brahim Azaoui, Aurélie Chesnais, Gilles Dieumegard, Brigitte Louichon, Valérie Munier, Agnès Perrin-Doucey, and Floriane Wozniak.

SOME CONTRIBUTORY PROJECTS

Current Projects

This item is 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, edited by Manuel 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 Movement (Stéphane Soulaine, Sylvie Perez, and Aldo Gennai, 2018–2019).
  • LEXIFORM: Lexicon 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 of 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).