PRT1: Activity, Transformation, Expertise (ATEx)
Responsible
Frédéric Pogent & Elzbieta Sanojca
Keywords
Activity, engagement, work or training environment, experience, expertise, performance
This PRT aims to describe and explain human activity and its transformation, in order to explain and promote the development of expertise in the fields of adult training, academic pedagogy, work analysis, school education and sport performance optimization. Multidisciplinary, this PRT allows a holistic approach to activity in its physical, cognitive, emotional, social and political dimensions.
The work of about forty researchers from PRT1 (12 of R2, 28 from UBO), conducted within the framework of often funded projects (N=16), contributes to varied but relatively shared research objects: andragogy; learning, attention; self-regulation, cooperation, professional development; commitment; emotion; intuition; collective intelligence; motivations; pedagogy; posture; stress; transition (professional or digital).
The research results translate into epistematic advances (i.e., description, understanding and modeling of complex phenomena in situ) and praxeological recommendations (e.g., assistance in the development of expertise, co-design of training or training programmes) in a perspective of transforming practices (i.e., evidence-based practice).
The PRT1 activity is distributed in four seminars. Their perimeter is defined either by a disciplinary approach (works in the psychology of sport, education or work for 3A2P), or by a theoretical and methodological approach (an ecological approach to training situations derived from cognitive ergonomics for AEF) or by an object of research (pedagogics in higher education for PedagoSup), or a field and a research approach. (une approche collaborative avec les acteurs de la formation des adultes pour Agora Pro).
Seminars associated with PRT1
Agora Pro: seminar focused on adult training from a collaborative approach with professionals
PedagoSup – Study of the professional development of teachers: seminar on research in pedagogics, in the context of higher education, at the time of a digital transition or the hybridization of training
Activity and Training Environment (AEF): This seminar focuses on activities and experiences based on an ecological approach to training situations. How is the experience of the actors constructed? During these experiments, what is changing in the individual?
Physical Activity, Learning and Performance Support (3A2P): Seminar bringing together researchers in sports, work and education psychology to work around two areas: (a) involvement in learning, physical activity, or career transition; (b) accompanying individual and collective performance
Collaboration between Training and Education Actors and Researchers (CAFEC) (seminary mainly related to PRT6): work on cooperation between education actors. Social issue: developing links between civil society and the institution.
PRT2: Education(s) and learning – knowledge practices
Responsible
Hugues Pentecouteau & Didier Cariou
Keywords
Knowledge practices, institutions, comparative didactics, interdisciplinarity, community approach
Descriptive
This PRT questions the relationship to knowledge: how to learn, and how to be taught while helping to foster processes of empowerment, emancipation and inclusion.
PRT2 members work on the transmission and appropriation of knowledge in schools and in places of learning as diverse as nursing institutions, associations, cultural, artistic, family institutions… They seek to cross the different theoretical frameworks of comparative didactics, and to dialogue didactic, sociology, psychology and philosophy.
For more information: https://prt2cread.hypotheses.org
Two examples of study :
- in the field of school and family education in indigenous languages, an interdisciplinary project involving teachers and sociologists is developed within the framework of the DIVYEZH collective: https://sites.google.com/view/divyezhecoleetfamillerennes2/home
- in the field of comparative didactics, the Collectif Didactique pour Enseigner (CDPE) around the Seminar “action of the teacher”, develops the theoretical framework of the TACD by putting in place cooperative engineering in various professional environments: http://tacd.espe-bretagne.fr/
Seminars related to PRT2
Didactic of Sciences, Patricia Marzin-Janvier, Jean-Marie Boilevin, Isabelle Kermen https://www.cread-bretagne.fr/seminaire/seminaire-didactique-des-sciences/
Recherches En Didactiques (RED), Maël Le Paven, Laetitia Bueno-Ravel https://www.cread-bretagne.fr/seminaire/seminaire-recherches-en-didactiques-red/
Didactique des Langues et des Cultures (DLC) https://www.cread-bretagne.fr/seminaire/didactique-des-langues-et-des-cultures-dlc/
“ADTC” (Anthropology and Didactics of Body Techniques), within the framework of the INSPE’s CoREF, Fabrice Louis and Mael LePaven https://blog.inspe-bretagne.fr/collectifs-de-recherche/2023/07/10/anthropologie-et-didactique-des-techniques-corporelles/
ACTION of the teacher, Gérard Sensevy, Carole Le Henaff, Didier Cariou http://tacd.espe-bretagne.fr/le-collectif-didactique-pour-enseigner/
Bilingual Education – Interculturality and Learning (DIVYEZH), (School and family: in Brittany and elsewhere, multilingual education in a minority context), led by Hugues Pentecouteau, Carole Le Henaff & Alexandra Filhon (ESO)) https://www.cread-bretagne.fr/seminaire/seminaire-divyezh-education-bilingue-interculturalite-et-apprentissage/
PRT3: Socializations, Cultures and Educational Inequalities
Daniel Faggianelli & Pierre Périer
Keywords
Social inequalities, educational policies, socialization spaces, social trajectory, professional culture, acculturation and discriminations
Descriptive
The PRT3 brings together researchers whose work questions the social issues and processes of education. Education is thought here in a broad sense, in its academic dimension and more broadly by questioning all the spaces and instances of socialization in and through which individuals build themselves: those producing voluntary and thoughtful educational actions, but also those without explicit or particular intentionality. In this perspective, the work focuses on scales of surveys and variable units of analysis: territorial contexts (rural/urban, territorial policies, etc.), educational institutions (families, schools, leisure, educational action, popular education, social intervention), actors (parents, teachers, stakeholders/social workers, educators, etc), public (children, adolescents, youth, vulnerable public…). We thus question educational policies, territories and contexts; educational spaces and cultural practices; social relations of dominance, discrimination and cultures; and the professionalization and practices of educational actors. In this area of research, we pay particular attention to the injunctions to the autonomy and responsibility of individuals in a social context marked by games of redefinition of attention to inequalities.
The PRT is envisaged as a space for conceptual, epistemological and methodological discussions, as an area for scientific production (from field research to the writing of articles or books) and for animation of research (study days, guest lecturers…). He articulates 3 specialty seminars:
Youth, Education and Society (JES) https://www.cread-bretagne.fr/seminaire/jeunesses-education-et-societes-jes/
Childhood and Sociology School, Diversity, Inequalities (EDI) https://www.cread-bretagne.fr/seminaire/enfances-et-sociologies/
School, Diversity, Inequality (EDI) https://www.cread-bretagne.fr/seminaire/edi-ecole-et-diversite/
PRT4: Digital Devices, Resources and Uses
Agnès Grimault-Leprince & Pascal Plantard
Keywords
Digital technologies, anthropocentric approach, in- and out-of-class education and training, digital inclusion, digital inequalities
Descriptive
The PRT 4 brings together the work of researchers interested in the devices, resources and uses of digital technology. This work is focused on a decisively human-centric approach. The term “resource” encompasses tools and also design and support processes. In particular, it is a matter of objectivizing how different audiences meet the demands of digital from a social and professional point of view (taking into account the paths), by identifying the different moments of construction of the uses in order to better understand the processes of device design.
https://prt4cread.hypotheses.org
Seminars associated
AREN Seminar
Seminar Notions
PRT5: Epistemologies and Methodologies: Hybridizations in Education and Training Sciences
Agathe Dirani & Maël Le Paven Jarno
Keywords
Methodologies, epistemology, paradigms, hybridizations, research process, scientific proof, documentation
Description
The PRT5 proposes to discuss the diversity of methods and methodologies used within work in education and training sciences (SEF), to question what means “to do science”, in connection with the different programs of Thematic research of the CREAD and the concepts concerning the team in a transversal way (emancipation, empowerment, creativity, etc.). It plans to investigate hybridizations, in and between research processes, resulting from loans from various paradigms. It thus highlights the creation processes at work in the production of CREAD research work, taken between constraints and opportunities, offering a privileged space for exchanges and enhancement of current work within the CREAD. To work on this problem, attention focuses more specifically on:
- Research practices
- Types of evidence
- The use of different types of empirical materials
- Renewal of methods
He ensures the scientific animation of the program through the organization of the HybridationS seminar, methodological workshops “Episthemethth” and study days, which make it possible to discuss the ongoing projects carried out in CREAD or within other partner laboratories.
Link to the HybridationS Research Book: https://hybridations.hypotheses.org/
PRT6: Cooperative and collaborative research
Carole Le Hénaff & Éric Bertrand
Keywords
Cooperation, collaboration, commitment, cooperative didactic engineering, collaborative training engineering, negotiation, consultation, reconfiguration of practices, collectives, posture, partnership, transformation
Description
Cooperative, collaborative research, analysis of collective work, and the theoretical questions associated with it, is in full development in the field of education and training sciences, and in particular at CREAD. In this context, it is simultaneously productions of resources, common work of elucidation, intelligibility of complex situations, production of common knowledge and / or improvement of the practices that are targeted. The overcoming of traditional dualisms (epistemological, methodological and pedagogical) between understanding (reflection) and action, theories, transformation-reproduction is part of a more global movement. These devices are likely to lead to changes in posture for researchers and for professionals in the world of education, training and support that participate, and therefore potentially represent a lever for a transformation of participants into terms of representations, skills and more broadly professional development. In addition, the link between research and production of training for training will also be explored in this PRT. In this PRT, the ethical dimension of these devices will also be studied: place of trust, common values, attention to others, in particular in relation to the social and institutional statutes of participants in these devices. The implementation of institutions (devices, or “institutionalization” process of these practices) or the formatting of non -formal practices allowing these cooperation practices is a path that this PRT will seek to develop. The critical analysis and understanding of the methods of collective work, cooperative/collaborative devices, the production of resources associated with it, will constitute another path developed by this PRT. In the end, one of the specificities of this PRT will therefore be to theoretically dig the question of collaborative / cooperative research, collective work, and the production of resources by these collectives.
Seminars
- Collaboration between actors in training and education and researchers (CAFEC): working on cooperation between education actors. Social issue: develop links between civil society and the institution
- Webinar “Young Researchers of the PRT6”, organized remotely (5 pm-6:30 pm)
The objective and this webinar is double: 1/ contribute to the creation, the development of a community of practices of researchers engaged in cooperative research within the CREAD and in partnership with associated actors (politicians, professionals, users…. ); 2/ Contribute to the professionalization of apprentice researchers from the CREAD. These meetings are thus structured: work of preparation and presentation of projects in connection with the themes of the PRT6, by researchers who start a thesis, where during the thesis, or a post-doc, a specific project, the ‘Writing an article… Two presentations (Rennes 2/ Université de Bretagne Occidentale) with each webinar, maximum 30 minutes, followed by a 30 minutes discussion.