Formation Continue du Supérieur

A monthly seminar, alternating with the team seminar, will assist doctoral and Masters 2 students with their research on a bibliographical, conceptual and methodological level. They will be offered support in producing scientific texts (articles, posters) for publications and seminar communications. They will participate in the ERGAPE team's annual study days, during which they will present the progress of their work. More...

One of ERGAPE's specific characteristics is the development of the methodological framework of 'self- confrontation' to analyse the development of activities in a working environment. We can demonstrate the effects of this methodological framework as the initiator of a 'developmental' process related to the collective and individual changes it creates. This allows us to reflect upon training devices, drawing upon job analysis. The implementation of this methodological framework does not, however, exclude the use of other methods which are also used by the team: a) socio-genetic analysis and archiving methods to study prescriptive texts b) direct methods (observations, interviews, etc.) and indirect methods used in SHS to build and compare cases. More...

Themes
Suggested topics for Masters and PhD students correspond to the team's two programmes: firstly, the work of education professionals in educational establishments and, secondly, the education professions and professional training. More...

On a national level, the team is participating in the INRP project to create an online training platform for newly qualified teachers (néop@ss), monitoring the coordination of RARs ('Ambition Success Networks') with the observatory and examining the continuing training of teachers and educational advisors. More...

In view of the new PRES and the SFR project on education and training, the team will participate in the programme 'educational policies, local area and school trajectories', which essentially brings together sociologists, particularly through the development of the following area of focus: Analysis of teachers' work, in the 'Ambition Success Networks' (RAR) and also focus on the way pupils with special educational needs are handled in mainstream schools. More...

Disseminating the results of the team's work within the professional environment plays an important role in the team's activities. Our work is, in general, well received, whatever the categories of staff concerned (educational management and headteachers, consultants, teachers, etc.) or level of education. However, the team hopes to develop special reflection on the conditions for the dissemination of results. The aim of this will be to reduce the gap between the results, on the one hand, and professional and social needs, on the other (see observatory, above).
Research has been conducted within 'sensitive' areas with the active participation of interested teachers. Firstly, this has established how, and under what conditions, the study of the expertise of experienced teachers can be drawn upon and developed for the benefit of the environment concerned. Secondly, the position of the school council has been considered as a developer environment for the tools and practices of the trade, raising the possibility for tensions and dilemmas not settled by the profession to be debated through self-confrontation. Accordingly, a project for the continuing training of French teachers in Brazil has been selected by the Scientific Committee of the AUF (Agence Universitaire de la Francophonie). This has been designed in the form of practical action for the transfer of scientific, methodological and technical knowledge for the benefit of researchers faced with acute social demand. This cooperation should, in return, allow us to test the findings acquired through several years of scientific activity. More...

Our publication policy is moving in three directions. Firstly, the team's research is arriving at a stage of maturation where we can envisage the publication of works presenting, on the one hand, a summary of the results produced by the analysis of the activity of education professionals and, on the other, the theoretical and methodological presuppositions of basic research on the ground. A second aim is to publish articles in high level journals and in the English language. A third direction will endeavour to disseminate research findings in a form which can be appropriated by the professionals concerned. More...

ERGAPE's main goal will be to have its work recognised in an international context. To this end, existing relationships with foreign laboratories will be strengthened, particularly through exchanges or postings of research lecturers and students. A thesis co-supervision is underway (Célia Ducros with F. Yvon from CRIFPE at the UDM). Other cooperative initiatives are to be confirmed (especially with UCL) and extended within an interdisciplinary perspective, particularly as regards job analysis (psychology, ergonomics, sociology of work). An effort to publish our work in English will be required in order to make it known outside the French-speaking world of education. Our participation and responsibilities in international networks are currently limited by the size of the team, but will be defined in accordance with future recruitment. Links and continuity are being established through theses co-supervision. A doctoral theses director (HDR) has recently been supported in this context. More...

How have changes in the management and organisation of the work of staff in schools affected the school as an educational form? How have transformations of teachers' and pupils' workplaces redefined the contours of the teaching profession and the role of the pupil. More...

Our work examines the development of professional experience generated by a specific methodological framework for analysing activities carried out in different contexts, both individual and collective. We also consider the renormalisation processes that education professionals employ within these 'environments'. 
Changes caused by prescriptive requirements can impact upon professionalism when this collides with the way in which teachers envisage their professional activities. The key question lies in determining to what extent this affects the conceptual frameworks of the profession and its job areas. We also need to question the significance of the term 'new professionalisms' or 'emerging professionalisms' in a context of job insecurity. More...