Formation Continue du Supérieur

The teaching of school subjects was initially the main focus of educational questioning in a school environment, with observation of experienced practitioners. The learning process was the central subject of psychological questioning in laboratories, where we could observe the development of relationships to world objects. Today, however, the focus placed by educationalists on knowledge and the construction of knowledge organised in its natural educational environment no longer has the same meaning, since the techniques for accessing observations have changed. Thus, the weight of linguistic interactions between peers in the production of a collective thinking space is at the heart of educational work today. Monitoring the development of professionalism in the education professions is central to much of the work we carry out. This movement is the result of our 'field' work (i.e.: our work outside of the laboratory). It is thus situational, within the space of interaction between a teacher and their pupils with the aim of sharing knowledge. The issue here is the production of knowledge which is collectively built. The questions to which the actions of teachers and pupils provide answers no longer fall under a single discipline. They are related to a complex common activity, in a shared, so-called 'reference' environment. More...

The growing use of ICT, especially the Internet, is a social fact in the world of work and in the private sphere. The idea is to anticipate the problems these uses pose for educational institutions and to identify the potential of these technologies in education and training. In the current climate, digital campuses and IT environments for human learning fall within the range of teaching aids available to students in higher education. 
These devices generate new behaviours. The participation of Internet users in projects, whether spontaneous or directed, gives rise to particular groups or 'communities' bringing education and/or training projects to the fore. Through research, we should be able to analyse the impact of these social phenomena, their effectiveness and the resources on which they draw, at the same time questioning the ethics of the practices and knowledge produced and disseminated. More...

This research program is organised in three dimensions, corresponding to the major types of choices inherent in educational institutions: the choice of knowledge to be disseminated (praxeologies), the choice of teaching situations in which this dissemination should take place and the choice of training pathways. The 'praxeological choice' variable is combined with two other variables: the 'target group' variable (e.g. students in educational sciences) and the 'praxeological environment' variable (e.g. research and statistics methodology). Essentially, the target groups studied consist of: a) pupils in secondary education, b) students and researchers in educational sciences/didactics, c) mathematics teachers in secondary education, d) students in engineering schools. The praxeological environments are, essentially: 1) knowledge of mathematics, 2) knowledge of information retrieval on the Internet, 3) knowledge of sustainable development, 4) knowledge of research, including statistics and data analysis, 5) knowledge of the production and editing of texts, 6) didactic knowledge of study and teaching, both face to face and remotely. More...

The priority for this four-year period will be to bring together different approaches - mainly sociological, sociolinguistic, educational and regional - to socially controversial issues (teaching globalisation, education for sustainable development), for example in the context of the activity of observatories, and in partnership with other ADEF research teams, along with other regional, national, European and international teams. 
These original approaches - which have, in particular, enabled us to highlight the effects of regionality and regional specificities on education - have already been implemented on the ground, in a wide variety of contexts (rural schools, peri-urban areas). They have shown how parents and students develop personal strategies in relation to the school world to which they have access. The effects of these are collective. This should allow for a better understanding of the challenges of 'civic' education and the effects of the co-construction of knowledge, along with identities - social and subjective, epistemic and professional - in line with the development of the concept of 'territorial intelligence'. More...

Our entry point here is an analysis comparing several disciplines and teaching environments, considering them in the context of the learning situations associated with them and, beyond this, their social environment. The connection is obvious for the teaching of foreign languages, but there has been little research into its effective interactional determinations, for example in the case of schooling migrants, which raises the question of the language spoken and written at school, and the conditions for its learning.
We could argue that: on the one hand, teaching situations with certain identified properties are necessary, in the classroom, in order to transmit knowledge with the desired epistemological properties; on the other hand, for schools to be able to transmit knowledge with these epistemological properties, society must have a clear vision of the challenges of this educational requirement. These two systems of constraints are the subject of a joint study of comparative approaches.
Initial work has already highlighted shifts in the didactisation process (in teaching French as a foreign language, as a result of the 'Cultures d’Enseignement, Cultures d’Apprentissage' Project by the ADEF, FIPF and AUF), and even flaws in this process. More...

The work we will develop will start with building a relationship between lengthy disciplinary learning, on the one hand (associated value systems, curricula building: trajectories) and time-limited interactions in the classroom, on the other (establishing differential training contracts: situations). We consider issues concerning the efficiency and equity of the education system to be based upon this relationship.
The work will then focus on the building of relationships to learning subjects (socially controversial issues are one case, the obsolescence of academic disciplines is another). We will consider how knowledge needs are defined in society (sustainable development, language practice or the definition of a common bedrock of knowledge raise new questions in relation to civic culture). The issue of building social relations at school will also be examined (in areas where they are socially determined, or in relation to gender distinctions which play a role in choices linked to success and orientation). We feel that issues concerning a common bedrock of knowledge are part of this work.
The work will be conducted in the context of each body of educational content and, therefore, developed through a perspective of comparing content, institutions and regional areas.
This movement is the result of a clearly multidisciplinary team (CNU sections 05, 07, 16, 19, 26, 70), which brings together researchers from teams 1 and 3 of the previous quadrennium. It requires an epistemological reworking of the foundations and discussion and reorganisation of educational theories, in the context of their relationships with the anthropological sciences. This work has been carried out since the previous programme by the EtOS team. Its theoretical dimensions are growing with the development of the theory of joint action in education and a deepening of the anthropological theory of didactics (ATD). This work is presented and discussed at international conferences. The research develops from the observation and analysis of empirical phenomena, with the study of new phenomena derived from regional effects or the introduction of non-disciplinary learning subjects. It continues with the study of education existing outside of educational institutions, which allows for the testing of knowledge acquired previously.
We are thus seeking to develop a synergy between researchers who refer to an anthropological-type approach, an approach to a social phenomenon they call the school, an instituted form of training in social relations to knowledge, or didactics, the organisation of an entry into culture through study. The group, made up in this way, defines work themes and a joint seminar is held where the results and methodology are brought to the fore. Work teams are formed freely around these themes and are established for a fixed period of collaborative study on a specified subject, either as part of the response to an invitation to tender or in the context of a recognised project.
Thus, trajectories, situations, needs, distinctions and comparisons define the main types of questions we will ask in relation to our study subject - teaching and education. Training and the mutual conversion of educational and social provisions is thus the central issue we plan to tackle in the next four years, developing work which systematically articulates the biographical monitoring of individuals, the historical monitoring of social organisations and, at the same time, a description of how social knowledge needs are met, or fail to be met, in schools. On this last issue, specific to teaching approaches, we will propose ways to intervene, including the production of teaching resources. More...

The ACADIS (Comparative and Anthropological Approaches to Teaching and Education) team is interested in building a relationship between lengthy disciplinary learning, on the one hand and time-limited interactions in the classroom, on the other. The work conducted focuses on relationships to learning subjects (socially controversial issues, obsolescence of academic disciplines, etc.), the definition of knowledge needs in society (sustainable development, language practice, a common bedrock, etc.) and building social relations at school. More...

EA 4671 ADEF is committed to receiving and guiding you over a three year period. During these three years, the laboratory will organise your training through a programme which includes several activities constituting evaluation components for your course. The training of future doctors includes four modules spread over two semesters of the academic year for each year of registration as a doctoral student.

Module 1: Six annual conferences

The laboratory will invite two renowned speakers from outside ADEF to present work of national or international scope. Three other conferences will be provided by ADEF research lecturers. The conferences will be held over a half-day and the names of the speakers will be announced at the beginning of the year.

Module 2: Doctoral days

Doctoral days provide a prime opportunity for ADEF researchers and peers to keep abreast of the progress of your work. They are divided according to a schedule set at the beginning of each semester. Each student gives a 15 minute presentation followed by 30 minutes of questions and discussion. This activity may also take place in the afternoon of conference days, which will allow the conference speakers to enrich the discussions.

Module 3: Methodological workshops

These six days are divided into themes which you will inevitably have to tackle during your thesis work. You will choose at least two workshops to attend per year. It is important to be very clear about the way in which these workshops are organised: these are not lectures, but rather common work on the problems you encounter. For you to anticipate your questions, the speaker should communicate a summary of issues that might be dealt with at the beginning of his/her intervention. You will be sent a Doodle poll enabling you to register for the workshops of your choice.

•     Workshop 1: Advanced word processing functions and electronic bibliography management
•     Workshop 2: Processing of audiovisual data
•     Workshop 3: Statistical processing of data
•     Workshop 4: Processing of textual data
•     Workshop 5: Writing scientific papers
•     Workshop 6: Presentation and scientific communication

Module 4: Research team seminars

Each student will automatically be placed in one of the four ADEF research teams. At the beginning of the year, each team publishes a calendar of the seminars they are organising, according to their own frequency. When you are enrolled as a doctoral student, you make a commitment to actively participate in your team's seminars. This is an element of your evaluation. You can attend the other teams' seminars but you register your work within the team you chose in relation to your area of focus upon registration. More...

If you wish to enrol for a doctoral degree, you should file an application for pre-registration Register
Please note! Registration deadline 3 October 2013

Re-registration
If you have completed your first year as a doctoral student, you should re-enrol for the 2nd or 3rd Re-register. More...

The work of doctoral students must be accompanied by training delivered by the laboratory to allow them to acquire the knowledge and skills needed to successfully carry out research and train as a researcher. The laboratory organises training sessions which aim to assist students in mastering the tools used by researchers (electronic bibliography, access to documentation databases, tools for collecting and processing data, PréAO software, word processing, spreadsheets, etc.). Support is given for drafting scientific texts (structuring articles, writing for publications in English, drafting standards, etc.). The aim is also to improve the students' writing skills in relation to scientific texts (articles and publications in particular). This training can be carried out face-to-face or remotely. It forms the basis of a customised training plan for each doctoral student, over several years. The conduct and completion of this personalised plan is subject to regular monitoring, allowing us to attest to the student's acquisition of the skills and knowledge covered. An annual report is required for re-enrolment the following year. More...