Formation Continue du Supérieur

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.

• Theme 1 Pupils with 'special educational needs': study contexts and conditions, effects on learning
• Theme 2 Comparative approaches in the teaching of languages and cultures
• Theme 3 Obsolescence factors and discipline renewal conditions
• Theme 4 Socially controversial issues and 'education for...': current issues and foreseeable developments
• Theme 5 Development and dissemination of tools, know-how and knowledge for study, teaching and research
• Theme 6 Contexts and regionalities for the building of knowledge and identities. More...

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...

The team's international publications are in line with the current state of our collaborations. We note that Spanish is just as present as English. This no doubt demonstrates an orientation towards a world of great importance. However, we have more difficulty when it comes to our relationship with the countries of northern Europe, or those who have taken on board the fact that English is the European language of science. We have a proactive policy on this issue. We cannot continue, as it has been the case so far, to limit ourselves to isolated instances of publications in special issues of international journals. Our stated goal is to publish in English, including in French journals. The challenge here is to open the scientific debate with the English-speaking scientific community in Europe. We will therefore work with an established English mother tongue translator so that he can enable us, collectively, to enter into the debates concerning us and so that he can follow, with us, the development of the references we will learn to share. More...

Specified subjects in relation to the four main themes will guide ACADIS' work throughout the next four years. We will have the possibility of forming several teams to focus on the subjects of a single theme. Around this, we will organise seminars open to all members of the group. The idea is to systematically conduct debates - we feel that the initial diversity of approaches demands this. These debates will involve shared reference subjects (at least in part). Team work will centre upon the observation of a particular scenario, or the monitoring of a phenomenon deriving from one of the theoretical approach the group is seeking to develop. The teams will thus bring their empirical work to the debate. Nevertheless, the research work, as well as collaborative action with individuals working on the ground, will also involve the construction of interpretations, which will be the result of joint work. We plan to organise three international conferences with the Association pour des Recherches Comparatives en Didactique (January 2013), on the ATD (November 2013) and, most probably, on Territorial Strategies related to schools or the teaching of French as a Foreign Language (dates not yet determined). This will enable us to tackle the issues raised with other teams from around the world. 
Finally, it should be noted that many members of ACADIS are involved in one of the multidisciplinary components of SFERE, the federal research organisation. This allegiance is shown in the list of the members of each team. This reflects our desire to open up educational issues to the sciences of society, such as cognitive science, since our focus lies precisely at the interface between these two recognised fields. More...

The ACADIS team examines the relationship between 'sociological' approaches and 'didactical' approaches in the context of institutions implementing their own educational projects, driven by society or any of its components in the direction of a social group within a particular local area, or society as a whole. The synergies expected from this group lie principally within this area. We focus on knowledge production in terms of processes for forming knowledge-related provisions, in terms of their personal, and also collective, dimensions: regionalities, for example. We also examine knowledge production in terms of the reverse movement. We define this as a process of didactical conversion of social subjugation, some dimensions of which are undoubtedly determined by regional strategies. More...

The initial purpose of didactics was to train teachers in an area little studied by the then dominant approaches on educational issues: philosophy (applied to education: general pedagogy), psychology (applied to education: scientific pedagogy) or sociology. The specific focus didactics placed on knowledge led us to observe the life of knowledge in the human group we call a class (anthropological theory of didactics), followed by the conditions of this life (its ecology) and the systems of constraints that determine its evolution. Is researching new solutions to teachers' issues now the main subject of disciplinary teaching approaches? The comparative position we have taken in the ACADIS group leads us, firstly, to also observe the pupils' involvement in the educational process (theory of joint action), to show how they are sometimes decisive protagonists in the teaching process for which the teacher has professional responsibility. Today, we are interested in the didactical issues raised in non-school conditions, where we observe the process of didactification, that is to say, the social predominance of school-type approaches as a universal response to social needs in terms of knowledge. More...