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This article examines the connection between the heuristic and critical functions of educational research and the praxeological function, more specifically, in the case of a participatory approach. The examination of the conditions of the mobilization of the three functions in the context of participation allows us to analyze their "epistemo-compatibility". The argument is based on the case of the research-intervention approach, an approach based on the articulation of inseparable heuristic, critical and praxeological aims. These three aims are anchored in the primary principle of participation.A two-step analysis is used to examine the epistemic compatibility of participation with each of the three functions of educational research. The first stage approaches participation from the three functions, while the second stage approaches the aims from the three circles that correspond to the levels of participation at work in intervention research.

This article explores, in the fields of education and research in the sciences of education, the relation between the notion of benevolence and another notion which could seem antagonistic to it, emancipation. After presenting the field of research in the sciences of education and that of the educational approach, the text reveals the relations between the two terms. The discussion makes it possible to examine the conditions (in particular ethical) of a rapprochement or a cohabitation between them and the interests of a dissociation or even a distancing.

The study presented in this article concerns student teachers’ personal experience of their first inspection, in the context of agricultural education. Using the conceptual model of triadic reciprocal causation borrowed from Bandura (1980, 2003), the inspected student teachers' practices are seen as an interactional causal structure made up of the student teachers’ professional and personal history, the environment in which teaching practice is set and the course of the inspected session. The methodology is based on discourse extracts taken from the semi directive interviews of eight student teachers. The results bring to light three kinds of personal experience: inspection taken as a training period, as a test or as a punishment. The material and human context, the student teacher’s professional background and the course of the teaching session appear as variation’s factors of the way the student goes through the inspection. These factors influence the professional identity of the future teachers differently.

The article is based on an indicator aiming at understanding teachers’ professional development in a heuristic perspective: professional self efficacy borrowed from Bandura (2003). This indicator is situated in a continuum going from theory to empirical data and maintains both its consistency and substance. It is thus, part of a theoretical framework (perceived professional development) and permits, through a methodological process, to reach empirical elements. A survey by questionnaire was carried out among new teachers of French agricultural education. The study brings to light an overview of the professional development perceived by these teachers, it permits to build a critical analysis of the indicator in question and draw up new prospects for future research.

Based on teacher team studies and professional efficacy concept, this article aims at proposing a method of investigating teacher teams. A personalized questionnaire for each team under study points to two indications: team mobilization and diverging opinions about collaboration. The questionnaire tested on three teacher teams in agricultural schools shows the discriminating power of these indications which are linked to the team coordinator role and the self-perceived efficacy index of the team.