La construction d’un nouveau domaine d’expertise pour les enseignants : la transdisciplinarité

In this paper, I sketch a brief history of crossing borders within the context of integration. Based on my research in ordinary and exemplary schools, I discuss several models of crossing borders between arts and sciences in secondary schools, focusing on the perspectives of participants and how it impacts those who engage in it – the teachers and students. I examine the professional and personal costs and benefits, and, ultimately, what it can mean to the profession. The second part of the paper provides a framework for crossing borders. In the third part, I reflect on the dynamics that are needed to facilitate work across professions, facilitating what I call “ transformative practice zones” (TPZ).