The ERGAPE (Ergonomics of the work of education professionals) team organises its research programme around three focal points: a) prescriptive requirements and their development; b) new ways of organising the work (whether in schools or teacher training) and c) the study of professional activities being (re)constructed by both experienced staff and beginners. More...
The EFE (Education, Training, Evaluation) team focuses its work on issues related to the educational relationship in all social sectors in which it is practised.
One of the team's areas of focus is professional teaching in education, currently with regard to the following sectors:
- Initial and continuing training
- Health education
- The use of ICT in education
- Road safety education and
- Professional support in human resources.
The research results are put into perspective in relation to the training for the job areas studied.
The work aims to make sense of educational practices and thus the processes of learning, teaching and assessment (in this team, assessment is not limited to compliance control but covers all existing assessment models in education). The aim is to develop a professional culture in these different social worlds. These processes underly the acquisition of knowledge (by the individual being educated) and the engineering (on the side of the educator), as well as their inter-influences.
The ethical issues embedded in the history of the educational relationship make sense both in the context of an anthropology of the subject educated and in the context of learning organisations, which are vectors of collective intelligence.
For each piece of research, the methods used are adapted to the researcher's project and cover the whole spectrum of methods which can be used in education, from the experimental to the clinical. Similarly, all theoretical frameworks can be used provided they are deemed relevant to an understanding of the educational relationship.
This team of EFE research lecturers are united by close and regular association for at least two quadrennia, through joint teaching and research projects. Indeed, both the professional Masters and research Masters' options back up the research team's projects. More...
We are working on the ethical rules defining our relationship as researchers to those involved in education, such as teachers and pupils, whose behaviour we capture to analyse, interpret and understand. The annual ViSA seminar allows us to work on these issues. In a more general sense, when we conduct experiments and enquiries, participants are informed of the identity of the researcher, the purpose of the study and the dissemination of results. Anonymity is guaranteed. Parental permission is required in the event that the pupils studied are children. Nevertheless, these are new questions and we will closely monitor the effects of the increasingly rapid process whereby 'real' images are processed and become the subject of analysis and key points in an 'editorialisation' process.” More...
Our ambitious scientific goal can be expressed in a simple manner: achieving a better understanding of the effectiveness of training and education systems, in terms of their relationships to the target groups they are seeking to educate and train, with the knowledge that social groups need, along with the knowledge available. We seek to train doctors who will become recognised experts on these issues, employable throughout Europe. More...
We are developing work which, depending on the methods of investigation, involves statistical handling, case studies and monographs or clinical-type studies for both tools and protagonists. However, we are gradually focusing our interest in didactic analysis on the construction of observation systems, combining macroscopic approaches with microscopic observations at points of time or in contexts chosen for the information we hope to glean. This type of work involves the analysis of both linguistic and gestural interactions, on the one hand, and representations of their daily effects and their slow developments, on the other. More...
Six themes will guide the doctoral work throughout the next quadrennium. Monitoring of PhDs will take place in this context.
International relations are mainly being developed with Belgium (co-supervision of theses and research cooperation, involvement in an FNRS 'contact group' - these recognised scientific relationships have led the University of Liege to award Yves Chevallard an honorary doctorate), Switzerland (co-supervision of theses, response to a PIREF call for tenders and research cooperation around 'la maison des petits'), Lebanon (co-supervision of theses with Hicham Bannout at the Lebanese university, one completed and two in progress), Italy (ongoing Franco-Italian Seminar on Algebraic Learning - SFIDA) and Argentina. We have regular, established relationships with Algeria, where Michèle Artaud is involved in doctoral training and supervises doctoral work on mathematics education (...). We are also committed to similar negotiations with Vietnam. More...
The entire ACADIS group is committed to the INRP's 'Very Large Documentary Infrastructure' project at PRES Lyon, with the VISA project (to create a database for research into videos of learning situations, a national PPF involving the majority of French education science laboratories). More...
We are now able to draw upon the INRP's effective international department, as well as the European experience of Provence University's international department. This should lead us (in conjunction with the publication policy described above) to succeed in a greater number of European tender responses. This is a virtuous circle into which we need to enter. The explicit choice of certain international organisations should also assist us. To this end, we have a proactive participation policy (we are represented in the organising committees of major international conferences: CERME and PME for mathematics, ECER for comparative didactics, AFIRSE and AREF for education). More...
We produce a lot of information for dissemination, including documents designed for training and education protagonists. This goes well beyond our more traditional interventions in terms of face-to-face or remote training. Many of our research lecturers also produce work for publication (books on education, books for education, professional resources for teachers, editing of multimedia resources for educational protagonists, production of multimedia investigative techniques to be used in the classroom, etc.).
This policy, which generally characterises the laboratory, corresponds to both the issues on which we are working and the explicit request of the INRP and its governing bodies. This makes us well placed in terms of our mixed tutelage, the INRP and Provence University, responsible for teacher training and, more broadly, the training of training professionals. More...
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