Between research in didactics and teaching/training: transposition or mutual enrichment?

What is it about?

How can we think about the relationship between didactic research and the development of the teaching profession? If the simplistic idea of application, too often retained by decision-makers, is not appropriate, the concept of transposition does not seem relevant either. We propose here a discussion of these relationships from two points of view, each based on a researcher's and trainer's experience. We thus highlight the indispensable diversity of collaborative work between teachers and researchers, corresponding to different research questions and questions arising from practice.

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