ADEF - GESTEPRO Team - Educational and/or training institutions

An analysis of the relationship between task and activity in the context of scientific, technological and vocational teaching allows us to question the breakdown of academic disciplines, their interdependence and also their degree of independence. Often, ideological distinctions between academic disciplines as they are organised - for example, the distinction between physical and chemical sciences, life and earth sciences, technology or even the role of academic guidance based on the performance of students in general school subjects, strongly determine the choice of career paths available to children. These are increasingly being questioned in the context of educational policies.
This teaching is poorly adapted to the current context, as evidenced by the predominance of major societal debates on issues related to the development of science and technology, the disaffection of scientific, technological or professional studies, permanent shifts in the relationship between diplomas, qualifications and employment, etc. This teaching is also subject to more or less chaotic developments that demonstrate an unprecedented crisis. This manifests itself in the very low number of candidates and hesitation in curricula which oscillate between references to 'hard' academic knowledge, deemed inaccessible, and education aimed more at understanding societal issues arising from the development of science and technology. Through, for example, an analysis of changes in this teaching, such as 'hands-on' operation, the integrated teaching of science and technology, the investigation, project or competence-based approach... the whole concept of educational institutions is being examined, both in relation to institutions based on academic disciplines or curricular organisations.
The team's work contributes to analysing the development of educational institutions, especially in terms of the continuities and discontinuities that characterise pupils' educational pathways. For example, our contributions to the study of the impact of gender in the analysis of learning situations provide a unique perspective on how the school, studied through the interactions between the teacher, pupils and knowledge, creates differentiations on a social, gendered and cultural level... These observations can illuminate choices made in terms of the directions and organisation of teacher training institutions. More...