Projects per year
Delphine began her career as primary school teacher in Paris (French as second language and Special Education). She worked at the University of Quebec in Montreal for 12 years before arriving at Monash in January 2019. Delphine’s research is grounded on human rights principles in order to transform lives. She embraces diversity as an incomparable value for the society.
Drawing on a wide range of research and theory at the nexus between didactics, sociolinguistics and body movement studies, her work aims to promote Social Justice, Collaborations and Inclusion.
She has been conducting research (both in Quebec and abroad) on interactional teaching pedagogies and methods of the differentiation in the classrooms to meet the students ‘ needs with a particular interest on the contextual and cultural factors that support or hinder both the learning of oral and written language in Early Childhood and Primary Schools.
Changes in teachers' practices have been another focus of these studies, more specifically their ways to introduce culture through picture books, dance, and theatre. Recently, Delphine has also been interested by the parental advocacy, collaborations and the activities of parents in schools.
Empirically, she carried out a nondirective approach of video viewing to support professional development. As a result of these studies, she gathered hundreds of hours of video recording in various schooling contexts (University, preschools and schools) which led to a vast database on teachers’ experiences adopting and developing interactional pedagogies. In Canada, she was head of the “Laboratory of Interactional Analysis”, a research infrastructure that brings together professionals, researchers and stakeholders, and enables them to share multimedia artifacts of their teaching practices, theoretical resources and conduct multimodal data analysis on a secure platform.
Research area keywords
- Inclusive Education
- Language and social interaction
- Teacher Professional Learning
Advocacy de parents d’enfants ayant un trouble du développement et mécanismes d’exclusion préscolaires et scolaires: étude de portéeChatenoud, C., Odier-Guedj, D., Camard, S., Rivard, M., Aldersey, H. & Turnbull, A., 2019, In: McGill Journal of Education. 54, 2, p. 388-406 19 p.
Research output: Contribution to journal › Article › Research › peer-reviewOpen AccessFile
Comprendre les pratiques d’advocacy de parents de jeunes enfants ayant un trouble du spectre de l’autismeChatenoud, C., Odier-Guedj, D. & Camard, S., 2018, In: Revue Suisse de Pédagogie Spécialisée. p. 24-32 9 p.
Research output: Contribution to journal › Article › Research
Enseigner l'interaction en formation continue universitaire: travailler avec des élèves ayant un trouble du spectre de l'autismeOdier-Guedj, D., 2018, L’analyse des Interactions Dans le Travail: Outil de Formation Professionnelle et de Recherche. Vinatier, I., Fillietaz, L. & Laforest, M. (eds.). 1st ed. France: Editions Raison et Passions, p. 103-126 24 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review
Explorer la richesse de l’écriture tout au long de la vie: Explore the richness of writing throughout lifeChatenoud, C., Odier-Guedj, D., Catherine, T., Boisvert Hamelin, M-E. & Cayouette, A., 2016, In: L'Express. 9, p. 37-39 3 p.
Research output: Contribution to journal › Article › OtherOpen AccessFile
Les rituels dans la classe de Claire: dúne pédagogie inspirée de TEACCH à celle inspirée du floor time: quels changements?Odier-Guedj, D., Sep 2015, In: Recherches en Éducation. 8, p. 78-89 12 p.
Research output: Contribution to journal › Article › Other › peer-reviewOpen AccessFile