Relier didactique et terrain scolaire : vers une formation continue innovante des enseignants de FLE

This article examines the situation of Czech FLE teachers facing the marginalization of French in primary and secondary schools. It highlights the challenges related to continuing education and the connection between language didactics research and classroom practice. Using the concrete example of the participatory creation of the textbook Et si on discutait ?, the text illustrates how developing argumentative and critical skills among teachers can strengthen those of their students. The study emphasizes the importance of close cooperation between teachers, researchers, and publishers, and demonstrates that the effective appropriation of teaching materials requires systematic reflection and structured support. The results show significant achievements, but also reveal areas for further development, including the ability to take perspective, problematize, and engage in metacognitive reflection. Finally, the article suggests that closer collaboration between research and practice could contribute to enhancing the status of second language education.