1. Background

The creation of this Research Unit participates to the scientific development of the institutions concerned, Aix-Marseille University (université de Provence) and INRP (national institute for pedagogical research).

The groups of researchers at this UMR are working together to develop fundamental research aimed at developing school and university education programmes and initial and continuing teacher training. This project is part of the “contextualised research” recommended by the Prost report and which means “any research which, to study a phenomenon, takes account of its context and of its historical role in socially constructed situations”. The results of this research aim to answer burning questions in the field of training, teaching and school-based learning. The UMR’s project places modes of knowledge production in the field of education and training at the heart of scientific debate. Underlying the issues addressed in the four themes described below is the will to study fundamental processes for training development.

The priority field of research within the UMR concerns the explicitly established teaching and training systems (disciplinary teaching and initial, vocational and continuing training). Its scope is characterised by the subjects (mathematics, technology, physical sciences, French, social sciences etc.) and the level of teaching and training (elementary school, junior highschool, highschool, vocational training etc.). Its themes are defined by the orientation of their systems of observation or experimentation of the system studied. In particular, studies look at existing systems and the situations they produce in daily life. Questions emerge from the practical objectives of the training in question.

Principales relations internationales

- Département des sciences de l'éducation de la faculté des lettres, Université de Fribourg, (Suisse).
- Faculté des Sciences de l'Education de l'Université Mohammed V-Souissi, Rabat, (Maroc).
- Institut de Formations des Enseignants de l’Université de Milan, (Italie).
- Laboratoire de Didactique des Disciplines , Université de Tunis, (Tunisie).
- Laboratoire RIFT (Recherche, Intervention et Formation dans les situations de Travail), Faculté de Psychologie et des Sciences de l'Education de Genève, (Suisse).
- Laboratoire de Théorie de l'Organisation, Faculté d'Economie de l'Université de Bologne, (Italie).
- Laboratoire de Linguistique appliquée à l'Enseignement des Langues, Université Catholique de São Paulo, (Brésil).
- Instituto de linguagens, Université Fédérale du Mato Grosso, Cuiabà, (Brésil).
- Ladimath , Faculté notre Dame de la Paix, Université de Liège, Institut de mathèmatique, (Belgique).
- Faculté des sciences de l'Education, Université Libanaise, Beyrouth, (Liban).
- Département de mathématique, Ecole Normale Supérieure de Tunis, (Tunisie).
- Ecole de Spécialisation Inter universitaire Lombarda pour l’enseignement Supérieur, Virginia Dall’O SILSIS Milan, (Italie).
- Laboratoire TIC, Université de Cassino, (Italie).