Pages 7 to 20| Analysis of the effectiveness of an educational device involving
patient partners in faculty of pharmacy lectures. Reflections on
the credibility of the source
| Caroline Hache, Guillaume Hache
Pages 21 to 36| The experience of polyvalence among novice primary school teachers
in France
| Assia Nechache, Emmanuel Rollinde
Pages 37 to 55| Teachers’ conceptions about inclusion and work with students with
Special Educational Needs in Portugal
| Helena Inês, Filipa Seabra, José Pacheco
Pages 57 to 70| The representation of professional situations in teacher training:
A lever for fostering appropriation processes?
| Laurent Courbon
Pages 71 to 84| Moving towards more sustainable architecture by rethinking
architecture school curricula
| Sébastien Chaliès, Caroline Ducès, Salma Ghezal, Laurent Dastugue
Pages 87 to 96| “I empowered myself through the negative or critical aspects of
research”. Interview with Raymond Bourdoncle, conducted by Philippe
Losego
| Raymond Bourdoncle, Philippe Losego
Pages 97 to 100| É. Bourgeois, S. Denghien and B. Lemaire, (eds.). (2021).
Alphabétisation d’adultes. Se former, se transformer
| Katell Bellegarde
Pages 100 to 102| C. Maroy, (2021). L’école québécoise à l’épreuve de la gestion
axée sur les résultats. Sociologie de la mise en œuvre d’une
politique néo-libérale
| Patrick Rayou
Pages 103 to 105| L. Minassian, (2021). L’enseignement professionnel entre
promotion et relégation. Une approche sociologique
| Nicolas Divert
Pages 106 to 109| V. Becquet (ed.). (2021). Des professionnels pour les jeunes.
Sociologie d’un monde fragmenté
| Emmanuel de Lescure
Pages 109 to 112| J. Boissière and É. Bruillard (2021). L’école digitale. Une
éducation à construire et à vivre
| Stéphane Simonian
Pages 112 to 115| C. Roaux (2021). La direction d’école à l’heure du
management
| Rachel Gasparini
]]>tag:cairn.info,2005:numero:E_REFO_100<![CDATA[
Looking back at seven emblematic contributions of the journal
| Recherche & formation
(2022/3 n° 100)
]]>2025-09-01T00:00:00+02:002025-09-03T00:00:00+02:00To celebrate the hundredth edition of the journal, the
editors-in-chief (Raymond Bourdoncle, Anne-Marie Chartier,
Françoise Lantheaume, Patrick Rayou, Anne Barrère, Cédric Frétigné
and Stéphanie Rubi) have chosen to republish key contributions
which they introduce. Each author was then invited to react to
their initial text, to explain what issues were involved, what had
remained the same and what needed to be revised.
]]>
Pages 7 to 8| Selected pieces. Looking back at outstanding contributions
| Cédric Frétigné, Stéphanie Rubi
Pages 9 to 23| Looking back at the interview “From women’s history to teachers’
gender training”
| Michelle Zancarini-Fournel, Marlaine Cacouault-Bitaud, Gilles Combaz, Patrick Rayou
Pages 25 to 44| Looking back at the article “Should we talk about
deprofessionalisations in the plural?”
| Florent Champy, Françoise Lantheaume
Pages 45 to 63| Looking back at the article “Teaching expertise, between practical
knowledge and theoretical knowledge”
| Anne-Marie Chartier, Raymond Bourdoncle
Pages 65 to 83| Looking back at the article “Around the words. ‘Competence’ and
‘professional competence’”
| Bernard Rey, Anne-Marie Chartier
Pages 85 to 105| Looking back at the article “Reconversion, bifurcation or
professional reorientation? The case of schoolteachers”
| Herilalaina Rakoto-Raharimanana, Noëlle Monin, Anne Barrère
Pages 107 to 122| Looking back at the article “Progressive Education and the Science
of Education”
| John Dewey, Samuel Renier, Stéphanie Rubi
Pages 123 to 143| Looking back at the article “Around the word. Mentoring”
| Maela Paul, Cédric Frétigné
Pages 147 to 160| “Uncomfortable with the ‘practitioner/researcher’ duality, I
believe I have found, if not a reconciliation, at least a possible
passageway in the role and occupation of ‘trainer’”
| Philippe Meirieu, Thérèse Perez-Roux
Pages 161 to 163| L. Seguin (2020). Apprentissages de la citoyenneté. Expériences
démocratiques et environnement
| Claire Polo
Pages 164 to 166| A. Mutuale and G. Berger (2020). S’engager dans la recherche en
sciences humaines et sociales. Le champ de l’éducation
| Audrey Teko
Pages 166 to 169| G. Leroy (2020). L’école maternelle de la performance
enfantine
| Fabienne Montmasson-Michel
Pages 169 to 171| S. Couchot-Schiex and B. Moignard, (eds.). (2020). Jeunesse,
genre et violences 2.0. Des filles et des garçons face aux
cyberviolences à l’école
| Ludivine Demol
Pages 171 to 174| É. Saillot (2020). (S’)ajuster au cœur de l’activité
d’enseignement-apprentissage. Construire une posture
d’ajustement
| Paul Lehner
Pages 175 to 175| Readings
]]>tag:cairn.info,2005:numero:E_REFO_099<![CDATA[
Participatory research: Doing science collectively to educate
differently
| Recherche & formation
(2022/1 No 99)
]]>2025-02-18T00:00:00+01:002025-02-18T00:00:00+01:00
Pages 11 to 18| Participatory research: Doing science collectively to educate
differently
| Dominique Broussal, Lucie Aussel
Pages 19 to 35| An emancipatory and transformative training system. A case study in
the didactics of mathematics
| Anne-Marie Rinaldi, Floriane Wozniak, Sonia Yvain-Prébiski
Pages 37 to 53| Participatory research and the transformation of teaching practices
| Pascal Terrien, Guillaume Ponthieu, Amandine Chevallier-Noël
Pages 55 to 67| Communication training through peer interaction: action research as
a contribution to improving school climate
| Olivier Brito, Cédric Laheyne
Pages 69 to 86| Epistemological and ethical issues of participatory action research
in the professional development of English teachers in vocational
training courses
| Éric Tortochot, Noémie Olympio, Caroline Hache
Pages 87 to 100| Training for participation through “research with”: putting the
reciprocity of knowledge to the test
| Corinne Rougerie
Pages 101 to 119| A participatory action research project put to the test of
communities of practice in education
| Martine Gadille, Caroline Vincent, Joséphine Rémon, Maria Antonietta Impedovo, Caroline Corvasce, Virginie Privas-Bréauté, Sylviane Feuilladieu
Pages 121 to 140| Research-Intervention and training: participatory dynamics in
support of “Health Partnership” change
| Patrick Lartiguet, Dominique Broussal, Michèle Saint-Jean
Pages 141 to 154| The nebula of participatory research
| Laurent Lescouarch, Nathalie Dupont
Pages 155 to 163| Carrying out participatory research: Scientific challenges,
political issues and training needs
| Isabelle Goldringer, Jean-François Marcel, Gérard Sensevy, Lucie Aussel, Dominique Broussal
Pages 167 to 176| Training and research in social work: At the crossroads of identity
and partnership
| Christophe Niewiadomski
Pages 179 to 191| Pre-school teacher specialisation in light of the science and
technology curriculum
| Frédéric Charles, Céline Chauvet-Chanoine, Joël Bisault
Pages 193 to 195| Duteil Deyries, S. (2020). Transgression scolaire au prisme du
genre. De l’invisibilité des filles à la survisibilité des
garçons, Paris: L’Harmattan, 296 pages. ISBN:
978-2-343-20234-1
| Christine Morin-Messabel
Pages 196 to 198| Dupont, H. (2021). Déségrégation et accompagnement total,
Grenoble: PUG, 216 pages. ISBN: 978-2-7061-5031-9
| Rachel Gasparini
Pages 199 to 200| Lemerle, S. (2020). Le cerveau reptilien. Sur la popularité
d’une erreur scientifique, Paris: CNRS Éditions,
224 pages. ISBN: 978-2-971-13650-3
| Cédric Frétigné
Pages 201 to 203| Birocheau, S. (2020). Incarner un modèle progressiste. La
professionnalisation de l’enseignement à Chicago (1890-1940),
Lyon: ENS éditions, 280 pages. ISBN: 979-10-362-0241-4
| Patrick Rayou
Pages 203 to 207| Fabre, M. and Husser, A.-C. (eds.). (2020). Éducation et
frontières, Mont-Saint-Aignan : PURH, 282 p.
ISBN : 979-10-240-1438-8
| Frédéric Orobon
Pages 209 to 209| Readings
]]>tag:cairn.info,2005:numero:E_REFO_098<![CDATA[
Varia
| Recherche & formation
(2021/3 No 98)
]]>2023-10-23T00:00:00+02:002023-10-25T00:00:00+02:00
Pages 7 to 19| Playing the game without gaming. Contributions and limitations of
games in the learning of nursing students
| Valérie Passavant, Éric Passavant
Pages 21 to 32| Effects of collaborative research based on a ‘monographic writing
device’
| Élisabeth Colay
Pages 47 to 58| Training to transform the teaching profession: the case of a
school-based training course
| Consuelo Sancho Sora
Pages 59 to 74| Reverse mentoring in the service of training in the teaching of
literature for the French course: using pre-service training as a
tool for training teacher mentors?
| Magali Brunel, Céline Foliot
Pages 33 to 46| From administrator to manager: differentiated roles and figures of
the degree supervisor in higher education
| Anne Benoit, Sandrine Knobé, Lilian Pichot
Pages 75 to 87| The training of socio-cultural animators: from the European Union
to the local market
| Cyrille Bock
Pages 89 to 92| Carra, C., Couturier, C. and Reitel, B. (eds.). (2021).
Identité(s) et universités nouvelles, une question de
proximité ?
| Saeed Paivandi
Pages 92 to 95| Maugis, M.-P. (2020). L’engagement de l’adulte apprenant en
formation obligatoire. Un paradoxe de l’apprenance ?
| Thérèse Perez-Roux
Pages 95 to 97| Kermen, I. (ed.). (2020). Diversité des approches en didactique
des sciences et des technologies
| Joël Lebeaume
Pages 97 to 100| Hache, C. (2020). L’excellence scolaire dans les ZEP. Quelles
perceptions chez les enseignants ?
| Dominique Glasman
Pages 101 to 101| Readings
]]>tag:cairn.info,2005:numero:E_REFO_097<![CDATA[
How and why entrepreneurship education questions the evolution of
the French education system
| Recherche & formation
(2021/2 No 97)
]]>2023-06-12T00:00:00+02:002023-06-13T00:00:00+02:00
Pages 9 to 15| How and why entrepreneurship education questions the evolution of
the French education system
| Patricia Champy-Remoussenard, Sylvain Starck
Pages 17 to 30| Consensus and self-evidence in the operationalisation of
entrepreneurship education
| Julien de Miribel, Xavier Sido
Pages 31 to 46| Enterprise education needs enterprising teachers: An assertion to
be questioned?
| Matthias Pepin, Jean-Emmanuel Maigret
Pages 47 to 61| External operators in entrepreneurship education and the school
form of socialisation: the lessons of an experiment conducted in
secondary schools in disadvantaged areas
| Claire Bonnard, Amélie Duguet, Jean-François Giret
Pages 63 to 74| Entrepreneurship and entrepreneurialism
| Patricia Champy-Remoussenard, Julien de Miribel
Pages 75 to 87| Crossing perspectives on entrepreneurship education, from
management sciences, sociology and education sciences
| Caroline Verzat, Olivia Chambard, Patricia Champy-Remoussenard, Sylvain Starck
Pages 91 to 102| Professionalisation and evaluation: new research perspectives
| Pascal Roquet
Pages 103 to 116| Camille’s reflective practice as a professional development
strategy in an innovative professional educational support
mechanism: l’accompagnement pédagogique professionnel (or AcPéP).
Case study of the professional activity of a primary school teacher
| Richard Mettraux
Pages 117 to 130| Consideration of the teacher’s body in distance learning: towards a
new approach to self-staging in the educational relationship
| Catherine Archieri
Pages 133 to 135| Collectif “Didactique pour enseigner”. (2020). Enseigner, ça
s’apprend
| Christine Passerieux
Pages 135 to 138| Faingold, N. (2020). Les entretiens de décryptage : de
l’explicitation à l’émergence du sens
| Marc Guignard
Pages 138 to 140| Oller, A.-C. (2020). Le coaching scolaire. Un marché de la
réalisation de soi
| Catherine Agulhon
Pages 140 to 142| Carré, P. (2020). Pourquoi et comment les adultes apprennent. De
la formation à l’apprenance
| Cédric Frétigné
Pages 143 to 143| Readings
]]>tag:cairn.info,2005:numero:E_REFO_096<![CDATA[
Varia
| Recherche & formation
(2021/1 No 96)
]]>2022-11-02T00:00:00+01:002022-11-02T00:00:00+01:00
Pages 9 to 22| University apprentices and the development of a professional ethos.
A survey of students on Masters in Sports Management courses
| Denis Bernardeau-Moreau, Philippe Campillo, Daniel Caballero-Julia
Pages 23 to 36| Teaching Practice using simulation as a means of understanding the
full complexity of healthcare simulations: pointing out a potential
mistake
| Dieuwertje Bordat-Teeuwen, Guillaume Serres
Pages 37 to 50| Recognition of the acquired professional experience of disabled
workers: the emancipatory effects of a training system
| Matthieu Laville, Philippe Mazereau
Pages 51 to 63| When pupils’ expertise trains beginning teachers: analysis of a
research-training continuum
| Marie-France Rossignol
Pages 65 to 80| Training physical education teachers during a pandemic. The use of
360 video
| Lionel Roche, Cathy Rolland
Pages 81 to 94| Mediation between research and practice: the GPS process.
Collaborative research versus practice
| Paul Lehner, Loïc Seillier-Ravenel
Pages 109 to 109| Readings
]]>tag:cairn.info,2005:numero:E_REFO_095<![CDATA[
Varia
| Recherche & formation
(2020/3 No 95)
]]>2022-04-25T00:00:00+02:002022-04-25T00:00:00+02:00
Pages 9 to 23| Entry into the profession for trainee teachers undergoing
vocational retraining (FSE-R)
| Évald Maillet, Claire Moal, Marc Daguzon
Pages 25 to 40| Teaching in vocational schools: Initial difficulties upon entering
the profession
| Christophe Auvray, Michaël Huchette
Pages 41 to 55| Touch in Physical Education: analysis of a training approach to
develop the critical thinking skills of trainee teachers
| Magali Boizumault
Pages 57 to 73| The Employment of a P.E. Tutor’s Knowledge During an Advisory
Meeting: A Clinical Didactics Case Study
| Nicolas Gaudillere, Denis Loizon
Pages 75 to 88| Affects and emotions in mentoring interviews for trainee teachers
| Solange Ciavaldini-Cartaut
Pages 89 to 105| The training of Calandreta’s regents: Betting on the devolution of
institutional pedagogy
| Richard Lopez
Pages 109 to 112| Cifali, M. (2019). Préserver un lien. Éthique des métiers de la
relation
| Bruno Robbes
Pages 112 to 115| Couchot-Schiex, S. (2019). Du genre en éducation. Pour des clés
de compréhension d’une structure du social
| Mélie Fraysse
Pages 115 to 117| Maillard, F. et Moreau G., (dir.). (2019). Le bac pro. Un
baccalauréat comme les autres ?
| Bernard Rey
Pages 118 to 120| Garcia, S. (2018). Le goût de l’effort. La construction
familiale des dispositions scolaires
| Pierre Périer
Pages 121 to 121| Readings
]]>tag:cairn.info,2005:numero:E_REFO_094<![CDATA[
Training approaches in Social Work
| Recherche & formation
(2020/2 No 94)
]]>2021-11-17T00:00:00+01:002021-11-22T00:00:00+01:00Social work corresponds to professional intervention contexts
that hinge both on institutional domains (such as family care,
school, health, justice) and on the aptitudes of relevant
professionals. Social workers carry out their mission following a
logic of reparation, protection, prevention and in some instances,
emancipation. Mainly trained in the humanities, they work in
professions in which they must handle knowledge from various
disciplines. However, the training of social workers is subject to
many major challenges. In response, research-based initiatives
endeavor to accommodate the empowerment of actors and the
production of knowledge. This issue deals with several aspects of
training to and through research in the field of Social Work. It
examines the logics of recognition and emancipation, the
controversies, but also the contexts of emergence of a field within
a global movement of mutations of the relevant professions in our
contemporary societies.
]]>
Pages 7 to 7| Letter from the Editor
| Cédric Frétigné, Stéphanie Rubi
Pages 11 to 17| Training through Social Work research?
| Francis Lebon, Frédéric Torterat
Pages 19 to 31| “Social work sciences” in Italy: between institutional
autonomisation and European standardisation
| Ruggero Iori
Pages 33 to 51| Exploring continuities between research and professional training
in the socio-educational professions: the case of interactional
competences in parent-educator relations
| Stéphanie Garcia
Pages 53 to 66| From “research with” to supporting dissertation work in continuing
education, from support work to recognition and emancipation
| Pierrine Robin
Pages 67 to 82| Processes of identity construction and appropriation of knowledge
in training: a longitudinal study of future specialised educators
| Charly Fremaux, Thérèse Perez-Roux
Pages 83 to 99| A review of the use of the term social work in human and social
science research
| Ruggero Iori, Charlène Charles
Pages 101 to 110| Adjusted knowledge: three researchers in social work teaching
positions
| Brigitte Bouquet, Michel Chauvière, Gérard Mauger, Francis Lebon
Pages 113 to 124| Dewey's Theory of Inquiry: lessons and perspectives
| Gilles Ferréol
Pages 127 to 129| Périer, P. (2019). Des parents invisibles : l’école face à
la précarité familiale
| Rachel Gasparini
Pages 129 to 132| Réto, G. (2019). La bienveillance à l’école
| Julien Masson
Pages 132 to 135| Garcia, A.-L., Lantheaume, F. (eds.). (2019). Durer dans le
métier d’enseignant
| Michel Bois
Pages 135 to 137| Thémines, J.-F., Tavignot, P. (eds.). (2019). Professeurs des
écoles en formation initiale au fil des réformes : un modèle
de professionnalisation en question
| Herilalaina Rakoto-Raharimanana
Pages 138 to 138| Readings
]]>tag:cairn.info,2005:numero:E_REFO_093<![CDATA[
The evaluation of professionalisation in training
| Recherche & formation
(2020/1 No 93)
]]>2021-05-03T00:00:00+02:002021-05-17T00:00:00+02:00The aim of the texts gathered here is to study the way in which
the evaluation of professionalisation in training systems is
carried out, particularly in the field of teacher training. This
issue highlights the ‘hidden sides’ of this evaluation. These can
be found in the way institutional evaluation is practised: what it
does not reveal (the hidden side) and the counterproductive
aspects it can generate (the dark side). Conversely, it is
possible to identify processes of professionalisation which are
difficult to identify initially without the tools and methods of
research (the unknown side) or which are sometimes produced
by the very exercise of an evaluation unbeknownst to its promoters
(the unexpected side).
]]>
Pages 9 to 15| The evaluation of professionalisation in teacher training.
Approaches and hidden sides
| Jean-Yves Bodergat, Richard Wittorski, Bernard Wentzel
Pages 17 to 32| “Best practices” for drafting professional dissertations at
HEP-BEJUNE: a question of the writer’s stance?
| François Joliat, Francesco Arcidiacono
Pages 33 to 50| Hybrid training and professional learning of specialist teachers
| Fatiha Tali, Jean-François Marcel
Pages 51 to 66| Between analysis and evaluation of a teacher training program: a
possible continuum for supporting decision-making
| Bernard Wentzel, Françoise Pasche Gossin
Pages 67 to 78| Effectiveness
| Olivier Maulini
Pages 79 to 84| The close relationship between assessment and professionalisation
| Richard Wittorski, Jean-Yves Bodergat, Bernard Wentzel
Pages 87 to 98| Training and identities in reconversion
| Jean-Yves Causer
Pages 101 to 114| Gaston Bachelard’s philosophy of time: towards new evaluation
schemes for courses for greater educational accessibility for young
people with intellectual disabilities
| Antoine Agraz
Pages 115 to 131| Improvisational theatre and emotional experience in teacher
training: the example of students preparing to become PA teachers
| Jérôme Visioli, Oriane Petiot
Pages 135 to 137| André, A. (2018). L’inclusion pour changer l’école : la
diversité en contexte scolaire
| Valérie Barry
Pages 137 to 140| Nogry, S., Boulc’h, L. et Villemonteix, F. (eds.). (2019). Le
numérique à l’école primaire. Pratiques de classe et supervision
pédagogique dans les pays francophones
| Marine Roche
Pages 140 to 143| Rayou, P. (ed.). (2019). L’origine sociale des élèves
| Sidonie Rancon
Pages 143 to 145| Perez-Roux T. (ed.) (2019). La réforme des études en santé entre
universitarisation et professionnalisation : le cas des
Instituts de Formation en Masso-Kinésithérapie
| Dominique Broussal
Pages 145 to 147| Bucheton, D. (2019). Les gestes professionnels dans la classe.
Éthique et pratiques pour les temps qui viennent
| Patrick Rayou
]]>tag:cairn.info,2005:numero:E_REFO_092<![CDATA[
John Dewey’s theory of the inquiry
| Recherche & formation
(2019/3 No 92)
]]>2020-12-10T00:00:00+01:002020-12-14T00:00:00+01:00
Pages 9 to 17| John Dewey’s inquiry theory: Current developments in education and
training science
| Joris Thievenaz
Pages 19 to 38| Re-exploring John Dewey’s theory of inquiry for training and
educational research
| Joris Thievenaz
Pages 39 to 56| The theory of inquiry: Reconciling the opposite poles of episteme
and praxis
| Brigitte Albero
Pages 57 to 69| Acting and learning with the body: An inquiry into the work of a
psychomotor therapist
| Marion Paggetti
Pages 71 to 82| Progressive Education and the Science of Education
| John Dewey
Pages 83 to 94| Inquiry and obstacles to it
| Joëlle Zask
Pages 95 to 104| Inquiry: A heuristic concept for education and training sciences
| Michel Fabre, Joris Thievenaz
Pages 107 to 119| Disciplinary subcultures, fertile ground for research on teaching
and teacher education?
| Frédéric Saussez
Pages 121 to 133| Analysis of the experience of trainee schoolteachers during
relaxation workshops: How acting on emotional skills can help
people to better manage their health
| Magali Boizumault, Sophie Necker
Pages 137 to 139| Thievenaz, J. (2019). Enquêter et apprendre au travail.
Approcher l’expérience avec John Dewey
| Alain Muller
Pages 139 to 141| Ferréol, G. and Komi, A. K. (eds.). (2018). La validation des
acquis de l’expérience : accompagnement et partenariat
| Stéphanie Tralongo
Pages 142 to 144| Guibert, P., Dejemeppe, X., Desjardins, J. et Maulini, O. (eds.).
(2019). Questionner et valoriser le métier d’enseignant. Une
double contrainte en formation
| Fabienne Maillard
Pages 144 to 146| Robert, A. D. et Carraud, F. (2018). Professeurs des écoles
au XXIe siècle : portraits
socioprofessionnels
| Géraldine Farges
Pages 146 to 148| Mouchet, A. (2018). L’expérience subjective en recherche et en
formation
| Stéphane Fukazawa-Couckuyt
Pages 149 to 149| Readings
]]>tag:cairn.info,2005:numero:E_REFO_091<![CDATA[
Varia
| Recherche & formation
(2019/2 No 91)
]]>2020-08-27T00:00:00+02:002020-09-09T00:00:00+02:00
Pages 9 to 27| The observation strategies of trainee PE teachers: findings and
perspectives for initial training
| Laure Candy
Pages 29 to 41| Trainee teachers in French vocational schools and the student
dropout issue: what similarities can be identified in what initial
training experiences?
| Pascal Demonet
Pages 43 to 54| Which educational model for learning neutrality?
| Françoise Larré, Frédérique de La Morena
Pages 55 to 69| The process of developing the supervision skills of trainee
teachers: the case of two trainee PE teachers during their period
of teaching practice
| Élisabeth Magendie
Pages 71 to 87| Commitment and dispositions towards learning in compulsory
continuing professional development
| Marie-Paule Maugis
Pages 89 to 104| Raising teachers’ awareness of cognitive sciences and
neuroeducation: effects on professional representations and actions
| Anne-Laure Perrin
Pages 107 to 109| Colinet, S. and Avenel, C. (2018). Pratiques professionnelles et
annonce diagnostique
| Zoé Rollin
Pages 109 to 111| Vidal-Gomel, C. (ed.). (2018). Analyses de l’activité.
Perspectives pour la conception et la transformation des situations
de formation
| Thierry Piot
Pages 112 to 114| Adé, D. and Piot, T. (eds.). (2018). La formation entre
universitarisation et professionnalisation : tensions et
perspectives dans les métiers de l’interaction humaine
| Jean-François Marcel
Pages 114 to 116| Mukamurera, J., Desbiens, J.-F. and Perez-Roux, T. (eds.). (2018).
Se développer comme professionnel dans les professions adressées
à autrui
| Richard Wittorski
Pages 116 to 118| Netter, J. (2019). L’école fragmentée : division du travail
et inégalités dans l’école primaire
| Claire Desmitt
Pages 119 to 119| Readings
]]>tag:cairn.info,2005:numero:E_REFO_090<![CDATA[
Beginning teachers, new teachers: Professional reconversion in the
educational system
| Recherche & formation
(2019/1 No 90)
]]>2020-04-09T00:00:00+02:002020-04-09T00:00:00+02:00Over the past few decades, transformations at work, such as
Robert Castel has analyzed them, and their consequences on the
development of professional careers, have drawn attention in
political, media and societal spheres. Professional retraining is a
transitional phase that questions the place and meaning given to
work today. An individual and collective event, it can generate a
period of inactivity or unpaid activity that is rarely perceived as
an active phase in a career. Professional retraining can be seen as
a change of direction and sometimes a change of life, since the
changes it entails are accompanied by a decentering that is not
only professional but also personal. Although we may speak of
“voluntary occupational retraining”, not all reconversions fall
under this category. Indeed, reconversion is also sometimes “an
important and brutal change in the direction of the trajectory, of
which both the moment and the outcome were unpredictable”. However,
the two characteristics of situations evoked by Michel Grossetti –
the greater or lesser predictability of the moment of its
occurrence and of the possible outcomes – enable us to understand
reconversion as a dynamic process produced by a set of relations
which determine the action at a given time. This thematic issue
aims at contributing to the understanding of the conversion to the
profession of teacher, the place and role of these reconverted
teachers in the educational system and the institutional dimension
linked to the evolution of the social composition of the teaching
staff and teacher training.
]]>
Pages 9 to 13| Beginning teachers, new teachers: Professional reconversion in the
educational system
| Noëlle Monin, Herilalaina Rakoto-Raharimanana
Pages 15 to 26| Female reconversions towards teaching, between constrained choices
and securing their life course
| Catherine Negroni
Pages 27 to 41| Becoming a second career teacher: Desired conversions facing the
test of reality
| Thérèse Perez-Roux
Pages 43 to 55| Teaching after a professional experience: Contribution to an
analysis of mobilities and representations of the profession
| Géraldine Farges
Pages 57 to 71| Professional bifurcation from the business world to the world of
education: A phenomenon of hysteresis or a rejection of the old
profession?
| Sylvie Dozolme, Luc Ria
Pages 73 to 86| Reconversion, bifurcation or professional reorientation? The case
of school teachers
| Herilalaina Rakoto-Raharimanana, Noëlle Monin
Pages 87 to 102| Between constraint and choice, concerning professional retraining
as a need and voluntary professional retraining
| Catherine Negroni, Olivier Mazade
Pages 103 to 115| Professional reconversions, identity dynamics and their
relationship to training
| Mokhtar Kaddouri
Pages 119 to 134| Preservice teachers: Epistemological beliefs and beliefs about
learning and teaching
| Philippe Wanlin, Lara Laflotte, Marcel Crahay
Pages 137 to 139| Bouzeriba, R., Cellier, H. and Kouadria, A. (eds.). (2018).
L’approche par compétences dans l’enseignement supérieur
| Christian Michaud
Pages 139 to 142| Robin, V., Ramelot, P., Soldevila, S., Vieujean, A.-C. and Miron,
M. (eds.). (2017). Formation des enseignants : répondre aux
défis de l’internationalisation
| Antoine Mudry
Pages 142 to 144| Demazure, G. and Huys, V. (2018). Enseignement et handicap
| Valérie Radawiec
Pages 144 to 147| Albero, B., Yurén, T. and Guérin, J. (eds.). (2018). Modèles de
formation et architecture dans l’enseignement supérieur :
culture numérique et développement humain
| Emmanuelle Annoot
Pages 147 to 149| Blandin, B., Coadour, D., Gardelle, L., Lemaître, D., Badets, A.,
Lebeaume, J., …Zimmermann, B. (2018). Formation et
professionnalisation des ingénieurs : articulations et
tensions [numéro thématique]. Savoirs, 47
| Olivier Grugier
Pages 150 to 150| Readings
]]>tag:cairn.info,2005:numero:E_REFO_089<![CDATA[
Training teachers to tackle (ethno)cultural discrimination
| Recherche & formation
(2018/3 No 89)
]]>2020-02-11T00:00:00+01:002020-02-11T00:00:00+01:00In France as elsewhere, schools are reminded of their mission to
educate people for coexistence and democracy. In this context, the
fight against ethnocultural discrimination has gradually become an
object of teacher training. However, while new training content and
a range of tools are emerging, they remain scattered and opaque.
Unevenly adopted by stakeholders, this dimension of teacher
training is also insufficiently linked to research. This issue aims
to contribute to structuring the reflection in this area from two
complementary perspectives. On the one hand, it takes advantage of
research on discrimination and its accompanying school processes
(segregation, evaluation or orientation bias, etc.) to identify
training objects and levers. On the other hand, it reflexively
scrutinises dedicated training methods in order to identify their
pitfalls and potentialities. The research presented covers four
contexts: French-speaking Switzerland, French-speaking Belgium,
Quebec, and France. The comparison reveals the strong indexicality
of these questions, both in the way in which discriminated groups
are identified and problems are constructed, and in the place this
subject occupies on the agenda of education and training policies.
To sum up, the dossier invites to tackle the debate on
ethnocultural discrimination head-on and make it an object of
collective reflexivity, taking specific account of local
contexts.
]]>
Pages 9 to 16| Training teachers to tackle (ethno)cultural discrimination:
Developing a critical posture and awareness about contextual
effects
| Nicole Tutiaux-Guillon, Marie Verhoeven
Pages 17 to 30| French secondary school teachers’ view of ethnicity past and
present. Critical discourses and limitations to the narrative on
discrimination
| Joëlle Perroton, Claire Schiff
Pages 31 to 44| Guidance counselling and stereotypes. Case study on class
assessment committee meetings in French-speaking Belgium
| Géraldine André, Alejandra Alarcon-Henriquez, Steven Groenez
Pages 45 to 56| Assessment practices in multi-ethnic and multi-lingual contexts: A
support process for school speech therapists
| Corina Borri-Anadon, Tya Collins, Marilyne Boisvert
Pages 57 to 69| Inclusive education of allophone learners or those from migrant
backgrounds: The difficulty of training future teachers in
professional judgment
| Marie Jacobs
Pages 71 to 82| Dealing with discrimination in schools: Social cognitive
flexibility training for teachers
| Aneta Mechi, Margarita Sanchez-Mazas
Pages 83 to 94| Naming discriminated groups to better combat discrimination:
Breaking a taboo?
| Julie Ringelheim
Pages 95 to 105| France-Quebec joint interview: Religion as a sign of diversity in
schools
| Sivane Hirsch, Sara Teinturier, Marie Verhoeven, Nicole Tutiaux-Guillon
Pages 109 to 123| The perceived effect of analytical procedures(with or without
video) on developing the identity and capacity for reflection of
trainee teachers
| Alexia Stumpf, François Gremion
Pages 127 to 129| Amaré, S., Durual, A., Fournier, J., Joly, B. and Maistre, P.
(eds.). (2018). Le tutorat dans la recherche-action : un
dispositif à disposition
| Sébastien Chaliès
Pages 129 to 132| Champy-Remoussenard, P. and Starck, S. (eds.). (2018). Apprendre
à entreprendre : politiques et pratiques éducatives (primaire,
secondaire, supérieur)
| Corinne Baujard
Pages 132 to 134| Lagarde-Piron, L. (2018). Corps à corps infirmiers. La rencontre
soigné/soignant en apprentissage
| Jean-Paul Filiod
Pages 134 to 136| Colinet, S. and Avenel, C. (2018). Éducation, formation et
santé
| Nicolas Lechopier
Pages 137 to 139| Farges, G. (2017). Les mondes enseignants. Identités et
clivages. Paris: PUF, 240 p. ISBN: 978-2-13-060643-7
| Hélène Buisson-Fenet
Pages 140 to 140| Readings
]]>tag:cairn.info,2005:numero:E_REFO_088<![CDATA[
Knowledge and standards for teaching
| Recherche & formation
(2018/2 No 88)
]]>2019-07-24T00:00:00+02:002019-07-24T00:00:00+02:00If daily teaching practices are based on knowledge and
standards, it seems necessary to analyze the following paths: their
nature as redefined by teachers themselves, the gaps which exist
between learned knowledge and institutional norms, the way in which
they are constituted and sustained in relation to values and to
perceptions of what is possible and what can facilitate the
practice of the teaching profession. The papers in this issue
present such analyses from different methodological approaches, at
different levels of schooling, in the education systems of several
French-speaking countries. They focus in particular on general
public representations and the constraints they imply, on the part
played by middle managers in the transmission and adaptation of
standards, and on the plurality of standards and their evolution.
They also deal with the mobilization of the notion of standards in
training situations and their existing transformations in such
situations.
]]>
Pages 9 to 16| Knowledge and standards in teaching
| Jacques Crinon, Alain Muller
Pages 17 to 32| Norms and values in the discourse of primary school teachers:
Plurality and internal contradictions
| Jacques Crinon, Catherine Delarue-Breton
Pages 33 to 46| Norms in teaching for Belgian trainee teachers on teaching
practice: Professional or social norms?
| Sabine Kahn, Sophie Vanmeerhaeghe
Pages 47 to 59| Nature and mobilisation of standards in teaching: Observation of
the process in trainee primary teachers during teaching activities
| Alain Colsoul
Pages 61 to 74| Trainee teachers’ normative evaluations in video-enhanced
educational programmes: Effectiveness, sustainability,
acceptability and accessibility
| Simon Flandin
Pages 75 to 87| How can we work on teaching norms in a collaborative study?
Considering practical rationality
| Alain Muller, Valérie Lussi Borer
Pages 89 to 103| Curriculum norms and their recontextualisation by inspectors and
educational advisors: A comparison between France and Quebec
| Cécile Mathou
Pages 105 to 117| Norms and professionality in the teaching profession: From
performance to reflexivity
| Marie Verhoeven
Pages 119 to 130| Knowledge and standards in teaching from a history of education
perspective
| Jean-François Condette, Jacques Crinon, Alain Muller
Pages 133 to 144| Subjectivity as a resource and a barrier to understanding action
| Christophe Niewiadomski
Pages 147 to 149| Dubois, A. (ed.). (2017). Accompagner les enseignants. Pratiques
cliniques groupales
| Ilaria Pirone
Pages 150 to 152| Broccolichi, S., Joigneaux, C. and Mierzejewski, S. (eds.). (2017).
Le parcours du débutant. Enquêtes sur les premières années
d’enseignement à l’école primaire
| Clémence Boxberger
Pages 152 to 155| Poumay, M., Tardif, J. and Georges, F. (2017). Organiser la
formation à partir des compétences : un pari gagnant pour
l’apprentissage dans le supérieur
| Christian Michaud
Pages 155 to 158| Payet, J.-P. (2017). École et familles, une approche
sociologique
| Zoé Yadan
Pages 158 to 160| Gaudin, C., Flandin, S., Moussay, S. and Chaliès, S. (eds.).
(2018). Vidéo-formation et développement de l’activité
professionnelle enseignante
| Nicolas Perrin
Pages 161 to 161| Readings
]]>tag:cairn.info,2005:numero:E_REFO_087<![CDATA[
Educating teachers to combat inequality
| Recherche & formation
(2018/1 No 87)
]]>2019-03-12T00:00:00+01:002019-03-12T00:00:00+01:00
Pages 9 to 14| Educating teachers to combat inequality
| Maíra Mamede, Julien Netter
Pages 15 to 27| Teacher training and the issue of equality in Argentina: Contested
arguments in past and present public discourse
| Alejandra Birgin
Pages 29 to 45| How do newly qualified primary school teachers deal with the
difficulties encountered by their pupils? Initial aspirations,
existing obstacles and ways of overcoming them
| Sylvain Broccolichi, Christophe Joigneaux, Catherine Couturier
Pages 47 to 60| From intervention research into measures to combat educational
inequality to teacher training
| Laurence Espinassy, Fabienne Brière-Guenoun, Christine Félix
Pages 61 to 75| From research to training: Enriching teachers’ practices to promote
student learning in mathematics
| Denis Butlen, Pascale Masselot
Pages 77 to 96| Combating inequality: Providing tools for training teachers
| Sylvie Cèbe, Roland Goigoux
Pages 97 to 107| Explicit pedagogy
| Patrick Rayou
Pages 109 to 119| Research, training, professions: Which interface?
| Patrick Picard, Maíra Mamede, Julien Netter
Pages 123 to 125| Henry, J., Nguyen, A. and Vandeput, E. (2017). L’informatique et
le numérique dans la classe. Qui, quoi, comment ?
| Sylvain Genevois
Pages 126 to 128| Alix, S.-A. (2017). L’éducation progressiste aux États-Unis.
Histoire, philosophie et pratiques (1876-1919)
| Laurent Gutierrez
Pages 128 to 130| Thievenaz, J. (2017). De l’étonnement à l’apprentissage.
Enquêter pour mieux comprendre
| Cédric Frétigné
Pages 130 to 132| Connac, S. (2017). Enseigner sans exclure. La pédagogie du
colibri
| Bruno Robbes
Pages 132 to 134| Zaid, A. (2017). Élaborer, transmettre et construire des
contenus. Perspective didactique des dispositifs d’éducation et de
formation en sciences et technologie
| Denis Lemaître
Pages 135 to 137| Wittorski, R., Maulini, O. and Sorel, M. (eds.). (2015). Les
professionnels et leurs formations. Entre développement des sujets
et projets des institutions
| Frédéric Torterat
Pages 138 to 138| Readings
]]>tag:cairn.info,2005:numero:E_REFO_086<![CDATA[
Artistic projects and teacher education
| Recherche & formation
(2017/3 No 86)
]]>2018-11-16T00:00:00+01:002018-11-16T00:00:00+01:00Artistic and cultural education is generally studied from the
perspective of its effects on students. The authors of this paper
explore its effects on teachers. F. Carraud questions the links
between the aesthetic experience experienced by a collective of
college teachers and the ordinary nature of their activity and
their relationships with students. L. Espinassy analyzes the
effects of an experimental initial training device confronting two
spheres of activity, teaching and dance. Understanding the
specificity of artists’ practices, confronted with teaching
practices in an educational environment, is the subject of M.-P.
Chopin and L. Saladin, while that of C. Hall and P. Thomson
analyzes the possible transfer of these artistic practices to those
of teachers. Based on a review of the research literature, M.
Lemonchois describes the impacts of artists’ interventions on
teachers, and the requirement of their training in partnership. In
“Words of Formation”, A. Kerlan and M. Lemonchois question the
notions of “aesthetic experience” and “cultural experience”, and
try to show how these two notions can contribute to rethinking the
place of the experience in the trade and teacher training. The
“Interview” section, finally, offers a meeting with Joëlle Zask,
philosopher, John Dewey specialist, whose research is at the
crossroads of politics, art and education.
]]>
Pages 9 to 12| Artistic projects, a vector for teachers training?
| Alain Kerlan, Myriam Lemonchois
Pages 13 to 25| Artistic experimentation and professional experience
| Françoise Carraud
Pages 27 to 40| Dancing to teach better? The challenge(s) and impact(s) of setting
up an arts and cultural education approach as a basic teacher
training curriculum
| Laurence Espinassy
Pages 41 to 54| Professional training among artists: A “model” for teacher
training? Or, the experience of unlearning among contemporary
dancers
| Marie-Pierre Chopin, Lise Saladain
Pages 55 to 77| Creativity in teaching: What can teachers learn from artists?
| Christine Hall, Pat Thomson
Pages 79 to 91| When artists train teachers. Review of Anglo-Saxon research
| Myriam Lemonchois
Pages 93 to 113| Training as experience. Aesthetic experience, cultural experience,
professional experience
| Alain Kerlan, Myriam Lemonchois
Pages 115 to 121| Arts education and democracy
| Joëlle Zask, Alain Kerlan
]]>tag:cairn.info,2005:numero:E_REFO_085<![CDATA[
The journal is thirty
| Recherche & formation
(2017/2 No 85)
]]>2018-07-02T00:00:00+02:002018-07-06T00:00:00+02:00This exceptional issue allows to rediscover the journal’s main
topics since its creation through four major courses, three
interviews and a reading report. The courses synthesize selected
articles, widely cited, written throughout these thirty years,
around four major topics: the journal’s project, the relations
between research and training; teacher training, the main topic
addressed by the journal at the beginning; diversification of
fields, towards social work, health, adult training, in-company
training; finally, the principal theoretical notions used in the
reflection. The interviews allow the expression of three heads of
the publication, making it possible to evoke institutional and
intellectual journal’s history. Conceived and realized by the
current scientific committee, it wants to be the witness of the
continuities and evolutions of its reflection. Above all, it wishes
to be an invitation to read or review all of the journal’s
productions, as well as a continued conversation with contributors
and a tribute to those who have disappeared.
]]>
Pages 9 to 10| Reasons for an anniversary… (which you might well have missed)
| Anne Barrère, Cédric Frétigné
Pages 11 to 26| A reading path. The project of the Recherche et formation journal
| Anne Barrère, Valérie Lussi Borer
Pages 27 to 46| A reading path. Research into teaching and teacher education
| Rachel Gasparini
Pages 47 to 64| A reading path. Research and training: analytical perspectives
| Valérie Barry
Pages 65 to 74| A reading path. Extension of the training area. Beyond initial and
continuing teacher training
| Cédric Frétigné
Pages 75 to 80| A long partnership between “research and teacher training”.
Elements for this journal’s history
| Raymond Bourdoncle, Patrick Rayou
Pages 81 to 92| Training teachers with (and despite?) research
| Anne-Marie Chartier, Anne Barrère
Pages 93 to 95| Articles that have stood the test of time…
| Michel Bois, Rachel Gasparini, Valérie Lussi Borer
Pages 99 to 101| Romagny-Vial, M. (2016). La normalienne. Souvenirs d’une jeune
fille pas trop rangée
| Raymond Bourdoncle
]]>tag:cairn.info,2005:numero:E_REFO_084<![CDATA[
Mentoring interactions and workplace learning (vol. 2)
| Recherche & formation
(2017/1 No 84)
]]>2018-06-12T00:00:00+02:002018-06-12T00:00:00+02:00What is meant by “learning in the workplace”? What is learned?
How and with whom? These questions, far from constituting a new
issue, are nevertheless highly relevant in the context of major and
critical socio-economic changes affecting work, employment and
training. The term “tutoring” is placed at the forefront as a lever
used frequently by various socio-professional actors. What are the
practices we can observe behind this terminology used in social
discourse? The contributions gathered in this double issue explore
how the interactions between actors, whether they are “field”
tutors, “school” tutors, referents, professional masters,
apprentices, alternates, trainees, etc., constitute a privileged
way to study learning processes in the workplace. More
specifically, we explore how the study of the conditions and
modalities of the meeting between these actors allows us to
reconsider the way we look at mentoring practices in the workplace.
This interest for the actors, their encounters, but also their
activity in its social, relational and interactive components
unfolds over varied fields of study. These make it possible to
document professional and training practices based on qualitative
data from ethnographic approaches and research interventions.
]]>
Pages 9 to 23| Ignorance and dependence, learning factors in workplace tutoring
interactions
| Patrick Mayen
Pages 25 to 48| Coordination and cooperation between tutors/trainees in care
practices: The example of medical radiology
| Vanessa Rémery, Laurent Filliettaz
Pages 49 to 64| The role of apprentices in the productive activities of a company
providing training: Participation and learning arrangements
| Barbara Duc
Pages 65 to 81| Productive and instructive mentoring interactions: Mutual
investments. An example of mortuary staff training
| Long Pham Quang
Pages 83 to 100| National police trainer capacity building: An assessment based on
the capabilities approach
| Solveig Fernagu Oudet
Pages 101 to 112| Tutoring functions
| Philippe Astier
Pages 113 to 121| Learning through work: Interest, perspectives and approaches
| Stephen Billett, Long Pham Quang, Vanessa Rémery
Pages 125 to 140| The effects of teacher training on the practices of new
teacher-researchers
| Louise Ménard, Christian Hoffmann, Geneviève Lameul
Pages 143 to 144| Therriault, G., Baillet, D., Carnus, M.-F. et Vincent, V. (eds.).
(2018). Rapport au(x) savoir(s) de l’enseignant et de
l’apprenant. Une énigmatique rencontre
| Marie-Sylvie Claude
Pages 144 to 146| Jorro, A. and Mercier-Brunel, Y. (eds.). (2016). Activité
évaluative et accompagnement professionnel
| Valérie Lussi Borer
Pages 146 to 148| Janner Raimondi, M. and Wittorski, R. (2017). Rhétoriques
de l’implicite en éducation et en formation. Entre discours et
pratiques
| Michel Bois
Pages 148 to 148| Readings
]]>tag:cairn.info,2005:numero:E_REFO_083<![CDATA[
Mentoring interactions and workplace learning (vol. 1)
| Recherche & formation
(2016/3 No 83)
]]>2018-02-19T00:00:00+01:002018-02-19T00:00:00+01:00
Pages 9 to 17| Introduction: Mentoring interactions and learning in the workplace
| Long Pham Quang, Vanessa Rémery
Pages 19 to 31| The apprentice and his master
| Gilles Moreau
Pages 33 to 48| Mentoring pre-service teachers and the construction of their
professional competences
| Sébastien Chaliès
Pages 49 to 68| Potential for professional knowledge transmission and tutoring
configurations in the workplace
| Fanny Chrétien, Jean-François Métral
Pages 69 to 84| Configurations as resources for becoming a workplace tutor
| Marine Pelé-Peycelon, Laurent Veillard
Pages 85 to 97| The issues involved in and the impact of the interactional analysis
of participation in vocational training
| Vassiliki Markaki-Lothe
Pages 101 to 102| Garnier, P. and Rayna, S. (ed.). (2017). Recherches avec les
jeunes enfants. Perspectives internationales.
| Ghislain Leroy
Pages 102 to 104| Pham Quang, L. (2017). Émotions et apprentissages.
| Guy Berger
Pages 104 to 105| Léchenet, A., Baurens, M. and Collet, I. (2016). Former à
l’égalité : défi pour une mixité véritable.
| Gilles Combaz
]]>tag:cairn.info,2005:numero:E_REFO_082<![CDATA[
Training and simulation
| Recherche & formation
(2016/2 No 82)
]]>2018-01-24T00:00:00+01:002018-01-24T00:00:00+01:00
Pages 9 to 16| Training through simulation, a practice that plays with reality
| Jacques Audran
Pages 17 to 30| Simulation in healthcare: principles, tools, impacts and
implications for teacher training
| Morgan Jaffrelot, Thierry Pelaccia
Pages 31 to 46| Simulation practices in technological training
| Raquel Becerril-Ortega
Pages 47 to 60| Use of simulation in a training programme for those who train
employees in road safety and accident prevention
| Christine Poplimont
Pages 61 to 74| Immersive simulation in drone pilot training schools
| Thierry Gobert
Pages 75 to 84| Simulation
| David Oget, Jacques Audran
Pages 85 to 90| Augmented reality and tangible interfaces for learning, what does
the future hold for training through simulation
| Stéphanie Fleck, Jacques Audran
Pages 93 to 94| Barrère, A. (2017). Au cœur des malaises enseignants
| Noëlle Monin
Pages 95 to 96| Ria, L. (ed.) (2015). Former les enseignants au XXIe siècle.
Établissement formateur et vidéoformation
| Georges Ferone
Pages 96 to 98| Ria, L. (ed.) (2016). Former les enseignants au XXIe siècle.
Professionnalité des enseignants et de leurs formateurs
| Rachel Gasparini