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Drawing on Bernstein's concept of recontextualization, this paper explores how mid-level actors interpret and translate curriculum policies in the context of growing concerns about the performance and accountability of education systems. Little is known about the work of recontextualization agents responsible for the professional development, support and control of teachers, uniquely positioned at the interface of policy and practice, and comparative perspectives are even scarcer. Based on empirical research in France and Canada (Quebec), this paper examines the work of pedagogic advisors and inspectors intervening at lower secondary school level. Data are drawn from interviews (n = 24) conducted in three mid-level school authorities. Our comparative analysis brings to the fore specific forms of recontextualization in each education system. In particular it shows important variations in the use of knowledge based on experience and observation and decontextualized knowledge drawing on research and statistical data. Agents also elaborate different discursive strategies projecting contrasting models of teaching. In both contexts, but to varying degrees, the rise of data and 'evidence' is reshaping the missions of mid-level actors, potentially eroding professional discretion and expertise. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore the complex situation regarding the state of the international relations (IR) discipline in France. The paper analyses the development of IR within French academe, reviews the scholarly output of IR teaching and research institutions and makes proposals that could contribute to improving the situation.European Political Science (2009) 8, 239–253. doi:10.1057/eps.2009.7 [ABSTRACT FROM AUTHOR]

This article explores teacher training by the alternation of classroom work and work analysis using an approach based on a social conception of meaning and action. The advantage of this approach is that it allows the development of professional activity in preservice teachers (PTs) to be assessed by tracking how the reflective tools acquired in training evolve in work and/or work analysis situations. The concepts of 'meaning' and 'expectation' are helpful in discussing the empirical data from a research program designed to evaluate the potential for PTs' professional development offered by the alternating work/analysis programs of French University Institutes of Teacher Training. The main conclusions concern the need to organize PTs' professional experiences within a training network so that PTs are not left on their own to face the diverse and complex situations of daily professional exercise. The effective procedures are those that allow PTs to construct concrete and circumstance-based expectations that the professional rules they have learned are still operational. These expectations help PTs to efficiently calibrate and interpret the meaning of their work experience, while also allowing them to prepare to act differently. [ABSTRACT FROM AUTHOR]