Recent reforms have brought continuing professional development for primary school teachers closer to their actual working environment, for example using visits and cross-visits within constellation plans. However, not every work situation is inherently conducive to learning (Mayen & Gagneur, 2017). Grounded in culturalist anthropology (Bertone & Chaliès, 2015), this study documents the effects of structured classroom situations — notably through co-teaching — on the professional learning and development of teachers engaged in continuing professional development. Based on data from self-reflective interviews, the main findings show that these situations support effective changes in the professional practices, learning and development of both experienced and novice teachers. At the end of the article, the discussion outlines various variables of these adapted classroom situations and proposes a tool to assist in the design of these work-training sessions.
This article presents a contribution to the renewed understanding of the relationship between Science and Society, through the lens of data construction methods using a transdisciplinary and interdisciplinary approach. Drawing on an activity-oriented approach, three studies examine, from a temporal perspective, the heuristic value of a methodological hybridization of ethnographic research with self-confrontation interviews and the consequences for modes of collaboration between researchers and practitioners. The question concerns the value of working within the long timeframe of an ethnographic approach, with the dual aim of intervening with and for professionals and deepening the data on their experience. Implemented in diverse fields – agriculture, architecture, and crafts, three forms of hybridization highlight the temporal variations of ethnographic research generated by self-confrontation interviews: decelaration, acceleration, and over-acceleration. The results open a discussion on the invariants of methodological hybridizations, as well as their epistemological and theoretical implications, with the perspective of conducting scientific research with and for the participants.
This article examines specific spaces emerging within universities, which we designate as third-place learning spaces (TPLE). These spaces contribute to the renewal of existing ties between universities and the socio-economic world. The article investigates how TPLEs are established as workplaces where activities forge a territorial anchoring at the science-society interface. Drawing on Lefebvre’s (1974) conceptual framework, which distinguishes between ‘conceived space’ and ‘lived space’, this research bridges the analysis of project owners' discursive models with the on-the-ground reality of orchestration work to understand the relationship with the local territory. The results show that the “conceived space” carries the promise of meshing the university with its local socio-economic fabric through tangible outputs. The study of the “lived space” first highlights that geographical location is a structural determinant of partnerships. It then demonstrates that the science-society interface cannot simply be decreed by the built environment: it is established through the orchestration work of lab-managers. The latter translate local needs and regulate the tensions inherent in catering to diverse audiences, often without receiving formal recognition for this complex work. The discussion proposes understanding this orchestration as a "making of a milieu," through which work weaves vital connections between heterogeneous spheres.
