A Comparison between Practical Epistemology Analysis and Some Schools in French Didactics

The aim of this article is to introduce the Swedish approach Practical Epistemology Analysis to the French community of comparative didactics, and to compare it to two major schools in French didactics to see how they are compatible and could draw on each other. This is made with an empirical emphasis, examining how the theoretical constructs can be operationalized to examine classroom interactions for didactical purposes. The French schools reviewed here are The Theory of Didactical Situations and Joint Action Theory in Didactics.