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Profil de recherche - Isabelle Vinatier

Born in 1954, Isabelle Vinatier holds a doctorate in education (2000) and is qualified to direct research (2008). She began her career in kindergarten and then in primary school. 
After practicing as a specialized teacher for about twenty years in a S.E.G.P.A. (Section of General and Professional Teaching Adapted), she was recruited at the INS-HEA of Suresnes in Yvelines to train specialized teachers.
Since she is at the CREN (2000 EA 2661), as a lecturer and professor of the universities (2010), she develops research in the theoretical field of professional didactics according to two complementary orientations :

-The analysis of verbal interactions between the teacher and the students and between the field trainers and the beginners in the field of education, health and education reveals the knowledge of experience but also the personal commitment of professionals In the workplace.
His analyzes are based on two theories: a theory of activity (G. Vergnaud) and an interactionist linguistic theory (C. Kerbrat-Orecchioni);

- It also shows, through the development of collaborative research with field professionals, how the researcher's analysis can constitute a resource in the service of the development of their reflexive analysis on their own activity thus enabling them to master the professional situations in which they Are involved. Between January 2012 and September 2017, she and Yves Dutercq co-managed the CREN EA 2661

Gregory Munoz   

Journal articles1 document

  • Gregory Munoz, Laure Minassian, Isabelle Vinatier. An analysis of co-piloting in the teaching learning process. A case study of science class debate. WORK, IOS Press, 2012. ⟨halshs-01941585⟩