Stéphanie Bridoux is a lecturer in mathematics at the Université de Mons, Belgium. She is a member of the Laboratoire de Didactique André Revuz (EA 4434) where she is co-leader (with Nicolas Grenier-Boley) of the working group "Teachers in higher education".Nicolas Grenier-Boley is a professor in mathematics didactics and mathematics at the Université de Rouen Normandie, France. He is a member of the Laboratoire de Didactique André Revuz (EA 4434) where he is co-leader (with Stéphanie Bridoux) of the working group "Teachers in higher education".Caroline Leininger-Frézal is a senior lecturer in geography didactics at the University of Paris, France, attached to the Laboratoire de Didactique André Revuz (LDAR).

• Introduction xiStéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Caroline LEININGER-FRÉZALAbout the Authors xviiPart 1 The Links Between University Pedagogy and Didactics 1Chapter 1 Why and How has Anglophone University Pedagogy Moved Closer to Francophone Subject Didactics? 3Denis BERTHIAUME1.1 Introduction 31.2 Some contextual elements: pedagogy versus didactics 51.3 English-speaking university pedagogy 71.4 An approach to the disciplinary pedagogical knowledge of university teachers 111.4.1 The pedagogical knowledge base of university teachers 121.4.2 Disciplinary specificity in higher education 121.4.3 The personal epistemology of university teachers 151.5 Conclusion 181.6 References 19Chapter 2 Teacher Training at University through the Prism of Disciplines 27Caroline LEININGER-FRÉZAL2.1 Introduction 272.2 Difficulties of taking into account disciplines in the training of higher education teachers 292.3 Resources available for taking into account disciplines in higher education 332.4 How should we take into account disciplines in training in higher education? 392.5 Conclusion 432.6 References 44Chapter 3 Transforming Higher Education and Professional Learning for Academics 47Sacha KIFFER and Richard WITTORSKI3.1 Changes and increasing complexity within university education 483.2 The heart of a problem: little recognition and training for teaching 513.3 Theoretical framework: competence building practices 523.3.1 Highly structured learning practices 543.3.2 Weakly structured learning practices 553.4 Methodology: the questionnaire survey 573.5 Presentation and discussion of the survey results 583.5.1 Predominance of autonomous behavior 583.5.2 Specific training needs 593.5.3 Commonalities and differences in learning behaviors 613.5.4 Effectiveness of competence-building practices 623.6 Conclusion 633.7 References 64Part 2 The Teaching Practices of University Teachers with a Disciplinary Approach 69Chapter 4 Academic Territory and Professional Identity: Toward a Differentiation of Teaching Practices at University 71Stéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Cécile DE HOSSON, Rita KHANFOUR-ARMALÉ, Nathalie LEBRUN, Caroline LEININGER-FRÉZAL, Zoé MESNIL, Céline NIHOUL and Martine DE VLEESCHOUWER4.1 Introduction 714.2 Academic territory and professional identity: a theoretical environment to approach the pedagogical practices of lecturers and researchers 744.3 The field survey 764.3.1 Development of a survey tool 764.3.2 Epistemological specificities of the disciplines concerned by the survey 774.4 Results 814.4.1 Showing the beauty of disciplines 824.4.2 Enhancing the usefulness and legitimacy of disciplines 844.4.3 Drawing on research, even if its results are not directly presentable 874.4.4 Staging the research process 904.4.5 Adapting to current students 924.5 Returning to the questions of each discipline 984.6 Conclusion and implications for university pedagogy 1004.7 Acknowledgements 1024.8 References 102Chapter 5 The Relationship Between Research Activity and the Design of Resources for Teaching -- The Case of athematics at the University Level 109Hussein SABRA5.1 General introduction 1095.2 The relationship between teaching and research in higher education 1115.2.1 The relationship between teaching and research in educational science research 1115.2.2 The relationship between teaching and research in mathematics and science didactics research 1135.2.3 Resources for understanding the relationship between research and teaching 1155.3 The articulation of two approaches: the documentary work of a university professor in teaching and research institutions 1165.3.1 The documentational approach to didactics 1175.3.2 The complex relationship between teaching and research institutions 1195.3.3 The documentation work of a university professor, explored using pivotal resources 1215.4 Methodology 1235.5 Forms of the relationship between research and teaching in terms of resources 1265.5.1 First form: the mobilization of a research resource in instantiation processes 1265.5.2 Second form: a research resource to scaffold learning of given content 1275.5.3 Third form: the form of non-relation in terms of resources 1295.5.4 Results and discussions 1305.6 Conclusions and perspectives 1315.7 References 132Part 3 A Sociological Perspective of the Practices of Lecturers and Researchers 137Chapter 6 Beyond the Disciplinary Approach: Toward a Socio-historical and Critical Reflexivity of its Teaching Practices 139Stéphanie TRALONGO6.1 Introduction 1396.2 The content of the common discursive fund on "higher education pedagogy" 1416.2.1 Recent and growing discourse and practice 1416.2.2 Circular and self-referential content 1436.2.3 Some areas of traffic 1466.3 Deconstruction, denaturalization: the political under the obvious 1486.3.1 Denaturalizing the chronology 1486.3.2 Recomposing democratic functioning 1496.3.3 Effects on the perceptions and practices of lecturers and researchers 1516.4 Teaching practices in sociology in reverse 1536.4.1 Creating a space to express one’s practices 1536.4.2 Some content 1546.5 Conclusion 1566.6 References 1576.7 Appendices 1606.7.1 Appendix A: the program for the day (June 27, 2016) 1606.7.2 Appendix B: the 2017 program 161Chapter 7 Transmitting Knowledge in the First Year of University: A Sociology of Work Perspective 163Marie DAVID7.1 Introduction 1637.2 Conventions in content and teaching methods 1667.2.1 Educational conventions 1667.2.2 Conventions concerning the presentation of knowledge 1707.2.3 Conventions specific to teaching 1757.2.4 The role of common evaluations 1777.3 Knowledge markers 1797.3.1 The work of delimiting important knowledge 1807.3.2 Note-taking, a collective activity of teachers and students 1837.4 Conclusion 1877.5 References 188Chapter 8 Postface: Synthesis and Perspectives 191Emmanuelle ANNOOT8.1 University pedagogy: fields of research and fields of practice 1948.2 Research and expertise 1958.3 A disciplinary approach to university pedagogy 1978.4 The professional identity of lecturers and researchers and their practices 2018.5 Conclusion 2028.6 References 203List of Authors 207Index 211

Stéphanie Bridoux is a lecturer in mathematics at the Université de Mons, Belgium. She is a member of the Laboratoire de Didactique André Revuz (EA 4434) where she is co-leader (with Nicolas Grenier-Boley) of the working group "Teachers in higher education".Nicolas Grenier-Boley is a professor in mathematics didactics and mathematics at the Université de Rouen Normandie, France. He is a member of the Laboratoire de Didactique André Revuz (EA 4434) where he is co-leader (with Stéphanie Bridoux) of the working group "Teachers in higher education".Caroline Leininger-Frézal is a senior lecturer in geography didactics at the University of Paris, France, attached to the Laboratoire de Didactique André Revuz (LDAR).

• Introduction xiStéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Caroline LEININGER-FRÉZALAbout the Authors xviiPart 1 The Links Between University Pedagogy and Didactics 1Chapter 1 Why and How has Anglophone University Pedagogy Moved Closer to Francophone Subject Didactics? 3Denis BERTHIAUME1.1 Introduction 31.2 Some contextual elements: pedagogy versus didactics 51.3 English-speaking university pedagogy 71.4 An approach to the disciplinary pedagogical knowledge of university teachers 111.4.1 The pedagogical knowledge base of university teachers 121.4.2 Disciplinary specificity in higher education 121.4.3 The personal epistemology of university teachers 151.5 Conclusion 181.6 References 19Chapter 2 Teacher Training at University through the Prism of Disciplines 27Caroline LEININGER-FRÉZAL2.1 Introduction 272.2 Difficulties of taking into account disciplines in the training of higher education teachers 292.3 Resources available for taking into account disciplines in higher education 332.4 How should we take into account disciplines in training in higher education? 392.5 Conclusion 432.6 References 44Chapter 3 Transforming Higher Education and Professional Learning for Academics 47Sacha KIFFER and Richard WITTORSKI3.1 Changes and increasing complexity within university education 483.2 The heart of a problem: little recognition and training for teaching 513.3 Theoretical framework: competence building practices 523.3.1 Highly structured learning practices 543.3.2 Weakly structured learning practices 553.4 Methodology: the questionnaire survey 573.5 Presentation and discussion of the survey results 583.5.1 Predominance of autonomous behavior 583.5.2 Specific training needs 593.5.3 Commonalities and differences in learning behaviors 613.5.4 Effectiveness of competence-building practices 623.6 Conclusion 633.7 References 64Part 2 The Teaching Practices of University Teachers with a Disciplinary Approach 69Chapter 4 Academic Territory and Professional Identity: Toward a Differentiation of Teaching Practices at University 71Stéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Cécile DE HOSSON, Rita KHANFOUR-ARMALÉ, Nathalie LEBRUN, Caroline LEININGER-FRÉZAL, Zoé MESNIL, Céline NIHOUL and Martine DE VLEESCHOUWER4.1 Introduction 714.2 Academic territory and professional identity: a theoretical environment to approach the pedagogical practices of lecturers and researchers 744.3 The field survey 764.3.1 Development of a survey tool 764.3.2 Epistemological specificities of the disciplines concerned by the survey 774.4 Results 814.4.1 Showing the beauty of disciplines 824.4.2 Enhancing the usefulness and legitimacy of disciplines 844.4.3 Drawing on research, even if its results are not directly presentable 874.4.4 Staging the research process 904.4.5 Adapting to current students 924.5 Returning to the questions of each discipline 984.6 Conclusion and implications for university pedagogy 1004.7 Acknowledgements 1024.8 References 102Chapter 5 The Relationship Between Research Activity and the Design of Resources for Teaching -- The Case of athematics at the University Level 109Hussein SABRA5.1 General introduction 1095.2 The relationship between teaching and research in higher education 1115.2.1 The relationship between teaching and research in educational science research 1115.2.2 The relationship between teaching and research in mathematics and science didactics research 1135.2.3 Resources for understanding the relationship between research and teaching 1155.3 The articulation of two approaches: the documentary work of a university professor in teaching and research institutions 1165.3.1 The documentational approach to didactics 1175.3.2 The complex relationship between teaching and research institutions 1195.3.3 The documentation work of a university professor, explored using pivotal resources 1215.4 Methodology 1235.5 Forms of the relationship between research and teaching in terms of resources 1265.5.1 First form: the mobilization of a research resource in instantiation processes 1265.5.2 Second form: a research resource to scaffold learning of given content 1275.5.3 Third form: the form of non-relation in terms of resources 1295.5.4 Results and discussions 1305.6 Conclusions and perspectives 1315.7 References 132Part 3 A Sociological Perspective of the Practices of Lecturers and Researchers 137Chapter 6 Beyond the Disciplinary Approach: Toward a Socio-historical and Critical Reflexivity of its Teaching Practices 139Stéphanie TRALONGO6.1 Introduction 1396.2 The content of the common discursive fund on "higher education pedagogy" 1416.2.1 Recent and growing discourse and practice 1416.2.2 Circular and self-referential content 1436.2.3 Some areas of traffic 1466.3 Deconstruction, denaturalization: the political under the obvious 1486.3.1 Denaturalizing the chronology 1486.3.2 Recomposing democratic functioning 1496.3.3 Effects on the perceptions and practices of lecturers and researchers 1516.4 Teaching practices in sociology in reverse 1536.4.1 Creating a space to express one’s practices 1536.4.2 Some content 1546.5 Conclusion 1566.6 References 1576.7 Appendices 1606.7.1 Appendix A: the program for the day (June 27, 2016) 1606.7.2 Appendix B: the 2017 program 161Chapter 7 Transmitting Knowledge in the First Year of University: A Sociology of Work Perspective 163Marie DAVID7.1 Introduction 1637.2 Conventions in content and teaching methods 1667.2.1 Educational conventions 1667.2.2 Conventions concerning the presentation of knowledge 1707.2.3 Conventions specific to teaching 1757.2.4 The role of common evaluations 1777.3 Knowledge markers 1797.3.1 The work of delimiting important knowledge 1807.3.2 Note-taking, a collective activity of teachers and students 1837.4 Conclusion 1877.5 References 188Chapter 8 Postface: Synthesis and Perspectives 191Emmanuelle ANNOOT8.1 University pedagogy: fields of research and fields of practice 1948.2 Research and expertise 1958.3 A disciplinary approach to university pedagogy 1978.4 The professional identity of lecturers and researchers and their practices 2018.5 Conclusion 2028.6 References 203List of Authors 207Index 211

Stéphanie Bridoux is a lecturer in mathematics at the Université de Mons, Belgium. She is a member of the Laboratoire de Didactique André Revuz (EA 4434) where she is co-leader (with Nicolas Grenier-Boley) of the working group "Teachers in higher education".Nicolas Grenier-Boley is a professor in mathematics didactics and mathematics at the Université de Rouen Normandie, France. He is a member of the Laboratoire de Didactique André Revuz (EA 4434) where he is co-leader (with Stéphanie Bridoux) of the working group "Teachers in higher education".Caroline Leininger-Frézal is a senior lecturer in geography didactics at the University of Paris, France, attached to the Laboratoire de Didactique André Revuz (LDAR).

• Introduction xiStéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Caroline LEININGER-FRÉZALAbout the Authors xviiPart 1 The Links Between University Pedagogy and Didactics 1Chapter 1 Why and How has Anglophone University Pedagogy Moved Closer to Francophone Subject Didactics? 3Denis BERTHIAUME1.1 Introduction 31.2 Some contextual elements: pedagogy versus didactics 51.3 English-speaking university pedagogy 71.4 An approach to the disciplinary pedagogical knowledge of university teachers 111.4.1 The pedagogical knowledge base of university teachers 121.4.2 Disciplinary specificity in higher education 121.4.3 The personal epistemology of university teachers 151.5 Conclusion 181.6 References 19Chapter 2 Teacher Training at University through the Prism of Disciplines 27Caroline LEININGER-FRÉZAL2.1 Introduction 272.2 Difficulties of taking into account disciplines in the training of higher education teachers 292.3 Resources available for taking into account disciplines in higher education 332.4 How should we take into account disciplines in training in higher education? 392.5 Conclusion 432.6 References 44Chapter 3 Transforming Higher Education and Professional Learning for Academics 47Sacha KIFFER and Richard WITTORSKI3.1 Changes and increasing complexity within university education 483.2 The heart of a problem: little recognition and training for teaching 513.3 Theoretical framework: competence building practices 523.3.1 Highly structured learning practices 543.3.2 Weakly structured learning practices 553.4 Methodology: the questionnaire survey 573.5 Presentation and discussion of the survey results 583.5.1 Predominance of autonomous behavior 583.5.2 Specific training needs 593.5.3 Commonalities and differences in learning behaviors 613.5.4 Effectiveness of competence-building practices 623.6 Conclusion 633.7 References 64Part 2 The Teaching Practices of University Teachers with a Disciplinary Approach 69Chapter 4 Academic Territory and Professional Identity: Toward a Differentiation of Teaching Practices at University 71Stéphanie BRIDOUX, Nicolas GRENIER-BOLEY, Cécile DE HOSSON, Rita KHANFOUR-ARMALÉ, Nathalie LEBRUN, Caroline LEININGER-FRÉZAL, Zoé MESNIL, Céline NIHOUL and Martine DE VLEESCHOUWER4.1 Introduction 714.2 Academic territory and professional identity: a theoretical environment to approach the pedagogical practices of lecturers and researchers 744.3 The field survey 764.3.1 Development of a survey tool 764.3.2 Epistemological specificities of the disciplines concerned by the survey 774.4 Results 814.4.1 Showing the beauty of disciplines 824.4.2 Enhancing the usefulness and legitimacy of disciplines 844.4.3 Drawing on research, even if its results are not directly presentable 874.4.4 Staging the research process 904.4.5 Adapting to current students 924.5 Returning to the questions of each discipline 984.6 Conclusion and implications for university pedagogy 1004.7 Acknowledgements 1024.8 References 102Chapter 5 The Relationship Between Research Activity and the Design of Resources for Teaching -- The Case of athematics at the University Level 109Hussein SABRA5.1 General introduction 1095.2 The relationship between teaching and research in higher education 1115.2.1 The relationship between teaching and research in educational science research 1115.2.2 The relationship between teaching and research in mathematics and science didactics research 1135.2.3 Resources for understanding the relationship between research and teaching 1155.3 The articulation of two approaches: the documentary work of a university professor in teaching and research institutions 1165.3.1 The documentational approach to didactics 1175.3.2 The complex relationship between teaching and research institutions 1195.3.3 The documentation work of a university professor, explored using pivotal resources 1215.4 Methodology 1235.5 Forms of the relationship between research and teaching in terms of resources 1265.5.1 First form: the mobilization of a research resource in instantiation processes 1265.5.2 Second form: a research resource to scaffold learning of given content 1275.5.3 Third form: the form of non-relation in terms of resources 1295.5.4 Results and discussions 1305.6 Conclusions and perspectives 1315.7 References 132Part 3 A Sociological Perspective of the Practices of Lecturers and Researchers 137Chapter 6 Beyond the Disciplinary Approach: Toward a Socio-historical and Critical Reflexivity of its Teaching Practices 139Stéphanie TRALONGO6.1 Introduction 1396.2 The content of the common discursive fund on "higher education pedagogy" 1416.2.1 Recent and growing discourse and practice 1416.2.2 Circular and self-referential content 1436.2.3 Some areas of traffic 1466.3 Deconstruction, denaturalization: the political under the obvious 1486.3.1 Denaturalizing the chronology 1486.3.2 Recomposing democratic functioning 1496.3.3 Effects on the perceptions and practices of lecturers and researchers 1516.4 Teaching practices in sociology in reverse 1536.4.1 Creating a space to express one’s practices 1536.4.2 Some content 1546.5 Conclusion 1566.6 References 1576.7 Appendices 1606.7.1 Appendix A: the program for the day (June 27, 2016) 1606.7.2 Appendix B: the 2017 program 161Chapter 7 Transmitting Knowledge in the First Year of University: A Sociology of Work Perspective 163Marie DAVID7.1 Introduction 1637.2 Conventions in content and teaching methods 1667.2.1 Educational conventions 1667.2.2 Conventions concerning the presentation of knowledge 1707.2.3 Conventions specific to teaching 1757.2.4 The role of common evaluations 1777.3 Knowledge markers 1797.3.1 The work of delimiting important knowledge 1807.3.2 Note-taking, a collective activity of teachers and students 1837.4 Conclusion 1877.5 References 188Chapter 8 Postface: Synthesis and Perspectives 191Emmanuelle ANNOOT8.1 University pedagogy: fields of research and fields of practice 1948.2 Research and expertise 1958.3 A disciplinary approach to university pedagogy 1978.4 The professional identity of lecturers and researchers and their practices 2018.5 Conclusion 2028.6 References 203List of Authors 207Index 211