UNIVERSITE DE PROVENCE
UMR - ADEF
CASE 49
3, Place Victor Hugo
13331 Marseille Cedex 03

This field of study relates to of teacher and healthcare worker identity in relation to their profession. The approach consists in producing and maintaining a strong link among researchers and practitioners when studying self-assessment and professional writing in context. It also bears on the use of ICT in education for training systems.

Work in this field focuses into the human activity of knowledge transmission and the didactics of scientific and technical teaching in a broad sense of the term, including didactics of mathematics, physical sciences, economics and social sciences, and technical and professional teaching in the industrial and service sector, but also studies in the didactics of French and of physical education. These studies, which correspond to approaches already developed in the field of disciplinary didactics, assume that didactical approaches are strongly specified by the epistemology of the target disciplines. A shared problem underlies this set of studies: how can knowledge be transmitted in a society that is culturally fragmented, where the acceptance of education depends on many “anthropological factors” (social environment, gender, life history, etc.). This work covers in particular:

Research in this area relates to didactics in academic as well as in training organizations. Comparative studies in didactics strive to go beyond the notion of “multidisciplinarity” when relating to diverse academic knowledge. Work focuses on the effects of current curricular evolutions (guided personal projects in high school, discovery courses and workshops in secondary school, etc.) on subject matters, learning and teaching processes, This offers a framework for defining the relationships between different types of teaching techniques, not only from the standpoint of the subject matter that is taught, but from that of training and teaching. This work covers:

Research in this area relates to didactics in academic as well as in training organizations. Comparative studies in didactics strive to go beyond the notion of “multidisciplinarity” when relating to diverse academic knowledge. Work focuses on the effects of current curricular evolutions (guided personal projects in high school, discovery courses and workshops in secondary school, etc.) on subject matters, learning and teaching processes, This offers a framework for defining the relationships between different types of teaching techniques, not only from the standpoint of the subject matter that is taught, but from that of training and teaching. This work covers:

Two viewpoints – the ergonomic and the sociological – are brought to converge in an original manner in order to study the work of education professionals within specific academic contexts. Research focuses on the individual and collective ways that education professionals and students call upon and develop their professional experience when fulfilling their roles. The ergonomic approach makes it possible to better understand the role of work groups and environments in the evolution of the teaching profession. The sociological approach provides analyses of schooling problems and how differences are handled in diverse contexts: academic adaptation and integration, schooling in rural and urban environments. This work covers:

• process of standardization in the teaching profession in ZEPs – educational action zones;
• academic organization and the work of education professionals.