This dossier examines how the teaching of French deals with the question of changes in education. Work in this area which observes and analyses these changes lies at the center of this discussion, which is as much about learning and teaching issues as those of training. All the articles in this dossier, grouped into four parts, are part of the systemic analysis of changes that have recently been presented. The first part analyses the changes in the supporting tools and documents, leading the reader to question the effects of these changes on teaching materials, training and the work of teachers. The second part is devoted to the redefinition of teaching methods brought about by the changes in collaboration between teachers and researchers. The third part highlights the changes in methodologies and research topics, and finally, the changes in teaching audiences and contexts are analysed, along with the potential that these present for teaching practices.