From the multiplicity of teacher-researchers’ missions to the difficulties of practicing the profession
Researchers involved: Claire Bonnard, Amélie Duguet
Funding: BQR Inspé
Since the enactment of the Savary law in 1984, “teacher-researchers”, i.e. lecturers and university professors, have been entrusted with a variety of activities: research, teaching, but also administrative tasks. This management of multiple functions is not without its problems, with lecturers becoming “multi-tasking professionals”, experiencing “tensions between these different functions and activities to be carried out” (Donnay and Romainville, 1996).
As this is a subject that has received little attention in the scientific literature, the aim of this project is to update research data on the subject by studying the working conditions of teacher-researchers, and describing their missions and difficulties, in the light of the legislative texts published in relation to their profession. In particular, we hypothesize that while research still holds a predominant place, teaching tends to be increasingly valued in the careers of teacher-researchers. We also expect to uncover a wide variety of working conditions for teacher-researchers, depending on the discipline and location. In addition to enriching scientific knowledge about how teacher-researchers perceive their profession, this research could provide decision-makers with food for thought about how teacher-researchers could be supported in the exercise of their profession.