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Cet article décrit une recherche réalisée dans l’académie d’Aix-Marseille réunissant des chercheurs de l’Inspé (Institut national supérieur du professorat et de l’éducation) et des établissements scolaires REP+ (Réseau d’éducation prioritaire renforcée) des quartiers nord de Marseille. À partir d’un appel d’offre émanant du terrain, les chercheurs de l’Inspé ont proposé d’accompagner l’établissement dans la mise en œuvre d’actions susceptibles de répondre aux besoins formulés par l’équipe éducative. Nous nous concentrons principalement sur le conseil coopératif vu ici comme un outil permettant d’agir sur le climat de la classe et nous observons tout particulièrement l’appropriation qui en est faite par les enseignants et les élèves. La question de recherche est : Quel sont les effets de l’appropriation par les professeurs et les élèves des conseils coopératifs dans la cadre d’une recherche participative orientée à la mise en place du conseil coopératif au service du climat scolaire ? Enfin, nous présentons quelques résultats concernant les effets sur la prise de parole ; les effets sur la découverte de l’autre ; les effets sur la reconfiguration de l’espace ; et les effets sur le respect des règles.

The purpose of this case is to propose the coconstruction of a shared representation of the concept of hybridization in teaching from collaborative workshops associating researchers and secondary school teachers. This is a preliminary step to conducting participatory research carried out within the framework of a digital thematic group which questions the teaching practices of hybridization. During these workshops, teachers’ representations about the concept of hybridization were collected. Their analysis highlights four dimensions as some axes of reflection constituting the concept of hybridization. This work gave rise to the development of a “model from the field”, which we compare with a model from research.

In this article, we shall study how young people migrating today from Italy to France use and conceive social media—their practices, and representations. In order to get a better grasp of Italian migration to the PACA (Provence Alpes Côte d’Azur) region and to Marseille we shall first put it into a socio-historical and statistical perspective. We shall then address more contemporary, and micro-social, issues linked to how migrants use social networks today. We discover that these media represent new virtual spaces where a process of identification with a new imagined community can become concrete. We present a qualitative inquiry consisting of online interviews and observation, basing our analysis on data and discursive sequences. The results show a polyphonic range of references of belonging, and that the uses of social media are socially determined. These findings help us understand how the Italians in Marseille use online social media while they are migrating to, and settling in, a new country.

This paper aims at exploring children’s ideas concerning shadow formation as they are expressed through their drawings. A qualitative research approach was adopted using two sets of data (89 drawings in total) collected over a period of 6 months in two kindergartens, one in France and a second in Greece. The drawings in each group were realised using similar instructions defined jointly by the team of researchers. The indicators that were used to analyse the drawings can be aggregated in four categories: presence of the three entities needed to represent the phenomenon of shadow formation, shadow characteristics, alignment, and nature of light. Results are presented not with the intention of comparison of the two groups, but with the disposition of highlighting the diversity of categories that emerged. Findings and educational implications for science at kindergartens are thoroughly discussed.

The article is set within the framework of teacher professional development. The research presented in this paper aims investigating the learning trajectory of a student teacher during practical experience. To understand the process of learning trajectories of the student teacher, we observed and analysed three video sessions: the first records the student teacher in a real classroom at a vocational high school in Electronics, Energy and Communicating (ELEEC). The lesson was attended by 12 male students, with an average age of 17, enrolled in the last year of vocational high school; the second video records a meeting between the student teacher with the university trainer; and the third video shows a meeting with the senior teacher. The videos and field notes were collected and qualitatively analysed by two researchers. The aim of this analysis was to single out the dimensions able to give an account of the learning trajectory of the student teacher toward their professional development as a teacher. Eight indicators were found and they were grouped into three dimensions able to describe the process of gradually gaining expertise.