Since September 2022, Hénallux and UNamur have been collaborating with IFEC (Institut de Formation de l'Enseignement Catholique) with the aim of raising awareness and training those involved in secondary education in educational differentiation, advocated in the Pacte pour un enseignement d'excellence.

To achieve this, various modalities have been devised and implemented: in-school pedagogical days, follow-ups in schools that request them, courses for differentiation referent teachers, courses for CSAs (support and accompaniment advisors).

The convention is coordinated by Sandrine Biémar (UNamur) and Alain Bultot (Hénallux), and the team of researchers includes Anne Libert (UNamur), Virginie Meyer (UNamur) and Sylvie Van der Linden (Hénallux).

This collaborative research is part of a wider project devoted to differentiation, which brings together several courses with different aims and audiences.

These include in-school pedagogical training, the training of teacher-referents whose vocation is to be facilitators of the development of differentiation practices in their schools, training for all IFEC CSAs, as well as regular meetings with IFEC in-house trainers interested in this theme.

Collaborative research is part of this continuity, with each path nourishing the others. It aims to anchor reflection on differentiation in classroom practices in a mutual enrichment of theory and practice.

Fostering teachers' power to act by mobilizing and interpreting objective data gathered in the field.

Collaborative research is built on negotiation between participants and researchers. Each stage of the research is therefore constructed together, in order to respond as closely as possible to the concerns and issues related to differentiation that are encountered in the specific contexts of each participant.

For example, the research question and sub-questions are co-formulated to respond as closely as possible to the concerns and issues in the field regarding the impact of a differentiated teaching posture on student motivation and autonomy.

This research is inspired by the protocol developed by Schildkamp (2018, 2019) within "Data TEAMS". It aims to develop and foster teachers' power to act through decision-making based on data collection and evaluation of school practices.

The data resulting from this research pathway will feed the referent and trainer pathways. In addition, data and productions resulting from this collaborative research will also be destined for colleagues and organizations from the various stakeholders (schools, CSA).