Faced with a number of contradictory injunctions, researchers have engaged in controversies and debates. Given the many questions and concerns that the current "data moment" provokes, this special issue proposes to take a step back and reflect on our trade and practices.

This issue of the Revue française de pédagogie is entirely dedicated to the work of Viviane Isambert-Jamati, who died on November 19, 2019. After a presentation that underlines the originality and fruitfulness of her work, this report brings together nine of her texts published between 1973 and 2005, and which have become difficult to access.

This thematic issue aims at contributing to the understanding of the conversion to the profession of teacher, the place and role of these reconverted teachers in the educational system and the institutional dimension linked to the evolution of the social composition of the teaching staff and teacher training.

In a context where academic research issues and practices are shaking up the boundaries between disciplines and where educational institutions promote interdisciplinarity and multiply interdisciplinary devices, this issue aims to present current research in science and technology teaching concerning the confluence of disciplines.

This issue proposes five historiographical approaches that put into perspective the evolution of research on student history in France, Italy, the Germanic world and the United States of America. Neglected for a long time, this school actor has been more studied nowadays in order to learn more about his characteristics, daily life and commitments.

Knowledge and standards on which are based teaching practices are not a mere copy of learned knowledge and institutional standards. Research conducted in French-speaking countries explores the nature, relationships, and constitution of the teaching profession's knowledge and standards, as well as their implications in teaching education.

This collection of papers raises a central, yet quite unexplored question: how can teacher education train teachers to fight academic inequality? The contributions emphasize the need to consider context and real teaching practice in order to make schools fairer environments for all students.