This publication examines the epistemological foundations, the theoretical frameworks and the didactic practices of teaching literature focused on the ethical training of students in different French-speaking countries.

This issue examines two perspectives on the concept of progression, regarding reading and writing through the youth album. The first concerns the order in which learning contents are planned. The second regards the development of reading and writing skills.

This issue of the journal Repères presents ten articles dealing with spelling teaching practices in primary school and middle school and their effects on students' performances. They illustrate the current transformations of these practices and what they require in terms of teacher professional development.

The benefit of connecting sociology and didactics is increasingly evident to education observers. The present issue, drawn from an international conference held at the Haute école pédagogique (Teacher Training College) of Lausanne in 2012, examines the possibilities of connecting the two areas of studies and the constraints this implies.

Roland Goigoux directed a large-scale research to study the influence of teaching practices in reading and writing on the quality of learning in the first year of primary school. 2,500 students in 131 classrooms participated in the study. In addition to the final report published online, five original contributions are presented in this issue.

Creativity in education is a topical issue that helps apply innovative teaching approaches while also developing the creative potential of pupils in the learning process. This issue presents several facets of creativity while contextualising the theoretical scope of training or teaching practices.

Created in 1985, the vocational baccalaureate had to meet both the needs of companies and to reassert the worth of the vocational path. Now, the vocational baccalaureate is obtained by 3 out of 10 holders of the baccalaureate. Did it, in fact, change its image, status and public ?

For its 200th issue, the Revue française de pédagogie, decided to take a fresh look at one the fundamental questions which have defined it since it was first published in 1967: the relationship between academic research, politics, administration and professional practice in education.