Interdisciplinary Laboratory for Research in Didactics, Education, and Training

Knowledge, practices, teaching methods

The knowledge-practice-didactics axis focuses on the production, dissemination, and circulation of knowledge and practices within institutions. It brings together epistemological reflections, studies on teaching and learning practices, on the design of teaching and/or training environments, and questions about the role of language in these processes. Although mainly focused on schools, research conducted within this axis also extends to other fields, provided that knowledge and/or practices are identified as being the result of individual or collective construction, dissemination, transmission, and/or acquisition.

Presentation

In the school context, the issue of discipline, both academic and behavioral, is a focus of this research area. The work undertaken also addresses societal issues and challenges involving not a single disciplinary reference point, academic or otherwise, but a plural and diverse set of reference points. These characteristics lead to the use of a multi-referential teaching approach. In addition, inter-didactic research is being developed within this research area.

Some of the issues studied within this area incorporate a historical and/or curricular perspective in order to highlight the disciplinary configurations and reconfigurations that may help to understand the construction and evolution of teaching practices. The links/tensions between, for example, knowledge and practices, formal and informal, school and extracurricular, etc., fuel research questions relating to the field of teaching and/or education (school, early childhood, university, etc.) but also to other areas of learning and/or training, such as healthcare professions, youth work, etc.

The research conducted within the framework of this focus area, regardless of its methods, theoretical foundations, or methodologies, aims to understand or transform practices.

Within this area, the focus will be on:

  1. To study 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 unfolds from a diachronic or synchronic perspective.
  2. To describe, in order to understand, the discourse and practices (particularly teaching and training practices), as well as the learning processes of students/trainees, taking into account their didactic dimension, with certain research combining didactic approaches with sociological, psychological, anthropological, and other approaches.
  3. To build and/or develop teaching and/or training environments and study the dynamics of transformation.
  4. To examine the role of language in learning, teaching, and vocational training.

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

SOME CONTRIBUTORY PROJECTS

Ongoing projects

Item being updated.

Previous projects

  • Analysis of the Activity and Professional Development of Preschool Teachers (ANADEPEM, Hélène Marquié-Dubié and Sandrine Bazile, 2016-2019).
  • Argumentation and Digital Technology (AREN, 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 physical sciences. (Aurélie Chesnais, 2019).
  • FORMSCIENCES, "qualitative assessment" (Manuel Bachtold, Aurélie Chesnais, David Cross, Karine Molvinger, and Valérie Munier, 2014-2018).
  • Implicits and academic differentiation: didactic and linguistic analysis of group work by students in physics classes (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 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 training (Aurélie Chesnais, David Cross, Catherine Dupuy, Serge Leblanc, Valérie Munier, Yves Soulé, Frédéric Torterat, 2017–2019).
  • Regulating Teaching Methods through 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).