From a socio-historical perspective, this issue proposes to analyse from different angles the changing relationship between teachers and their profession in the light of the social and institutional transformations they are facing. It looks at the notion of teacher engagement or disengagement, distinguishing between the different dimension involved

This issue offers critical analyses that examine how institutional assessments, which have sometimes-intertwined certifying, selective and/or informative functions, influence teachers' practices and teaching choices and, as such, are used for the political management of teaching.

This dossier builds on the model of "pedagogic rights" outlined by the British sociologist Basil Bernstein. the dossier shows how the model of pedagogic rights offers an opportunity to engage in debate with the best-known current theories of justice, which have trouble properly referring to the three rights.

In a context of strong institutional pressure to practise and develop critical thinking in the teaching of science and technology, the RDST editorial board felt it appropriate to examine research in the field of science and technology education on this subject.

Where do we stand with the teaching of oral language? This issue of Repères, devoted to new objects and new contexts in the teaching of oral language, aims to take stock of the progress made in this area, across countries, and through design research and the analysis of teaching practices.