The evolution of teaching and training practices in French didactics: what search results?

Abstract

This article is based on the call for papers of the Tunisian international symposium «The evolution of teaching and training practices in French didactics: which research results?» identifies work conducted in French didactics on the analysis of teaching practices and initial and continuing training. This analysis is associated either with the intention of «professionalization», the production of knowledge on practices and their evolution by the change taken as the engine of progress of «professional action» and of circumvention of obstacles. Work has questioned the tensions and filiations between the concepts and models provided by research and the realities of class and/or training space in order to understand practices and promote their development. We examine three dimensions related to the evolution of teaching and training practices: the evolution of didactic concepts and models during their migration from one disciplinary field or from one space to another, then, the analysis of professional gestures and teaching postures taken as tools for the evolution and transformation of teacher action, finally, traces of this evolution through the verbalization of practices by teachers so that they can develop their critical gaze and act as refl