This special issue allows to rediscover the journal's main topics since its creation, through four major courses, three interviews and a reading report. Conceived and realized by the current scientific committee, it hopes to be the witness of the continuities and evolutions of its reflection.

Today, art education involves an enlarged teaching community. We can wonder about the existence of a "training effect" related to the particularities of the devices that it introduces in the school, in particular on the teachers. This issue proposes to document and explore the impacts of arts projects on teacher education.

With variances due to contexts, the training of education personnel has gradually integrated tackling ethnocultural discrimination. Based on research on the school biases that trigger discrimination and on analysis of dedicated training experiences, this issue encourages reflecting on the relevance and efficiency of training contents and devices.

This issue of Repères is innovative in that it sets out to plug this gap by addressing the school dropout problem from a didactic perspective, focusing on school subjects and the French language in particular.

What brings about the effectiveness of the teaching of reading and writing at the beginning of compulsory primary schooling? And which practices favour weaker pupils? This edition of the review is resultant from the research "The influence of teaching practices of reading and writing on the quality of learning in the primary school".

This issue of Repères aims a better understanding of what is meant by exercice in the French tongue classroom, in primary and lower secondary education. More precisely, the matter is to identify what can be the didactic approach to the exercise, which can not be treated independently of the involved contents.

This issue of Repères is part of these perspectives and opens up to research with new dimensions for the analysis of student writings, in a dynamic of writing that always includes the process of putting into words.It describes the phenomena of putting into text, in order to understand the relationships between the production of forms and of meaning