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Le problème de l’intervention dans les dispositifs de recherche en analyse du travail des personnels de l’éducation

Pierre-Alain Filippi and David Benoit

Soutenir l’autonomie des élèves à l’école par une démarche d’intervention-recherche : quels effets sur la professionnalité des personnes enseignantes ?

Jean-Luc Denny and Éric Flavier
This article examines, first, a teacher support program aiming to promote student autonomy and its effect on teachers’ professionalization, and, second, the impact of researchers engaging in intervention research. The researchers carried out the support program over the course of an academic year, basing their efforts on the principles of the activity clinic and of ergology. The results of the data analysis reveal a professional-development process characterized by a shift in teachers’ conception of autonomy, but also resistance to the long-term implementation of this new conception. These findings pave the way for a discussion of the role of intervenor-researchers in such a program.

Intervention et développement des connaissances en clinique de l’activité : analyse critique d’une recherche sur le métier enseignant

Frédéric Yvon
This article is part of a special issue on the relationship between intervention and research approaches in the field of work analysis, and focuses on a specific strand of research: the activity clinic. The analysis is based on data from intervention research on the teaching profession conducted from 2001 to 2012. The goal is to evaluate the impact of this research on both the teaching profession and on the concepts applied in the activity clinic.

Pour favoriser l’apprentissage du métier de professeur de langue française à partir de l’expérience vécue en stage : analyse d’une méthode de développement professoral et de recherche

Larissa Ferreira Rodrigues and Eulália Leurquin
This research aims to analyze sessions of simple self-confrontation (Clot & Faïta, 2000) conducted with student teachers who teach extracurricular intro-level French courses at public universities in Brazil. During these sessions, student teachers discussed their experiences regarding the process of being trained to teach and learning to speak a foreign language. The analyses were guided by the theoretical framework of socio-discursive interactionism (Bronckart, 2022; 2023), using the “Figures of Action” approach (Bulea-Bronckart, 2010; 2014). The results outline a methodological approach for creating lasting changes in teaching practices and for a critical examination of theoretical and prescriptive attitudes to training French teachers.

La photographie adressée comme méthode d’intervention en formation des personnes enseignantes

Christine Félix and Jean-Claude Mouton
This article analyzes the “addressed photography” method as a work co-analysis tool that is used in engineering teacher education programs. More specifically, it examines the insights that this method provides on teachers’ work and the development of professional experience in work-study programs. We draw on the experience of Nina, a young teacher in a work-study program, to show how this training approach reveals tensions encountered in the profession and the strategies used, while also highlighting gaps between institutional prescriptions and the realities of the profession. Going beyond this one case, the study examines the conditions for producing knowledge on teachers’ work and the development of professional experience for individuals in training programs that include work analysis and teacher support.

Retour en terrain connu : atouts et défis de l’analyse d’une activité familière en vue de la formation

Otilia Holgado and Jonathan Rappe
This article examines how field experience in research may serve as a resource or as an obstacle to work analysis. To do so, it draws on research involving vocational training teachers who have extensive experience working in the trade they teach. Individuals receiving training in professional didactics are asked to return to their former workplace, observe a colleague at work, and gather data for analysis. The results show that, when these individuals can move beyond a judgmental stance and deepen the level of detail in their description, this experience serves as a valuable resource. At the same time, it can blind individuals to the complexity of work situations and thus become an obstacle.

Du dispositif d’intervention formative à l’émergence de nouvelles formes de signification : une intervention-recherche avec des professeurs de français langue étrangère (FLE)

Emily Caroline da Silva and Eliane Gouvêa Lousada
This study is based on a formative intervention program conducted with a group of French as a foreign language (FFL) teachers in order to gain a better understanding of the teachers’ profession and to observe potential effects on their professional development. The article examines how linguistic-discursive analysis can help understand the linguistic indicators of the potential development of teachers’ practical skills. The study draws on socio-interactionism, the role of language in development, and activity clinic insights. The program used allo- and auto-confrontation techniques to support a group of teachers over a three-year period. The analysis shows a linguistic-discursive pattern characterized by the emergence of new opportunities for action following interpretive debate on professional challenges.

Portée d’une recherche technologique sur la transformation des pratiques pédagogiques et le développement des connaissances en éducation : le cas des espaces de dons encouragés

Peggy Neville and Stefano Bertone
This article examines the impact of technological research in education, linking the transformation of teaching practices with scientific knowledge production. The article’s analysis of “Encouraged giving spaces” (EGS) shows how the intervention provides insight into the dynamics of teacher perseverance—defined here as continuing to teach students despite the difficulties encountered. The study highlights two models of perseverance: one based on the rule of the gift of authority, the other connecting authority and benevolence. Rather than being limited simply to improving local practices, the intervention demonstrates relational and normative structures that can be generalized. The article thus argues for an intrinsic link between the transformation of teaching practices and the production of knowledge, asserting that technological research serves as an epistemological tool for understanding educational phenomena.

Intervenir en formation avec la méthodologie de l’instruction au sosie : question d’action et de recherche

Pascal Simonet
This article draws on the methodological approach of instruction to the double, focusing on the experience of Ms. F during a teacher education course at the INSPÉ. Based on findings that analyze follow-ups with the double and the knowledge that the instructor activated in her comments, this article investigates, first, the trainer-facilitator’s role as the double and its effects on the instructor-learner’s creative activity, and, second, the components of the professional knowledge activated within this methodological framework for professional development.

Les préoccupations quotidiennes des directions d’établissements scolaires : enseignements sur leur travail et perspectives pour le développement professionnel

Insaf Al-chikh, Judicaël Alladatin and Germain Poizat
This research, conducted using the course-of-action framework, aims to document the main concerns of school principals in Morocco. The study draws on direct observations and on self-confrontation interviews held with four elementary school principals. The results highlight the specific concerns typical to each of the filmed situations, as well as identifying three patterns of how these concerns evolve: linear progression, simultaneous juxtaposition, and the persistence of a dominant concern.

Récit de la transformation des activités d’intervention-recherche d’un chercheur et d’une chercheure : « On avait envie de tenir le micro à deux »

Vincent Martin and Marianne Homier
This article examines the transformation of our activities as researchers and research assistants in an intervention research project aiming to support elementary school teachers’ professional development for teaching and learning the subject of probability. Inspired by the didactic activity clinic, we pursued a research process that transformed our activities and our power to act. Our duo-ethnographic approach uses the concepts of critical incident, empowerment and heterarchy in order to structure and analyze this account of transformation. The account is structured around three key changes: the emergence of a more egalitarian leadership style, the move toward a more fluid and dynamic approach to intervention, and openness to sharing resources and ideas with teachers. Examining these changes leads us to reflect on the ways that our intervention research work has affected us as researchers and our ways of thinking and acting.

Passerelles ou impasses ? Revue systématique de la littérature sur le passage des élèves immigrants de la classe d’accueil à la classe ordinaire au primaire

Geneviève Brisson and Caroline Dault
For newly arrived immigrant students, transitioning from a classe d’accueil (welcoming class) class to a regular class is an important step in their academic journey. This systematic review of the literature (in French and in English) aims to identify facilitating factors and challenges surrounding this transition while students are in elementary school. The analysis of 12 studies conducted in various countries and school settings highlights the crucial role of collaboration among teachers, in-class language support within regular classrooms, meaningful interactions beyond the classe d'accueil, and structured integration procedures. It also reveals challenges associated with educational expectations, administrative constraints, and the isolation that the closed-class model can entail.

Analyse comparative de gestes professionnels en présence et à distance dans une classe de mathématiques au secondaire

Valériane Passaro, Achraf Hajby and Fabienne Venant
The COVID-19 pandemic forced teachers across the globe to modify their teaching methods. The exceptional circumstances and urgency of the situation led to a direct shift in teaching practices. This article examines how teachers adapted their teaching skills from in-person to remote teaching. We propose a comparative analysis of these practices, with a focus on the “scaffolding” and “atmospheric” aspects of the multi-agenda proposed by Bucheton and Soulé (2009), as demonstrated in the work of a mathematics teacher. The qualitative analysis illustrates the efforts made by the teacher to maintain consistency in her teaching and examines which conditions facilitate the adaptation of professional skills strongly linked to teaching.

Comment définir les repères culturels ? La contribution de la sociologie culturelle de Jeffrey C. Alexander

Héloïse Côté, Audrey Bélanger and Denis Simard
In the Quebec Education Program, the Government of Quebec (2006) encourages teachers to use cultural references to help students give meaning to what they are learning. However, the broad definition that the program uses makes it difficult to distinguish between what constitutes a cultural reference and what does not. This article therefore aims to define the concept of cultural reference from a theoretical perspective. Drawing on Jeffrey C. Alexander’s cultural sociology, the article posits that cultural references should be viewed as “icons” to help provide students with an immersive experience.