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Teacher practice analysis currently wavers between the study of actual practices and the study of a discourse on these practices. However, in this endeavour, education research seems to struggle to leave the level of exploratory studies, often conducted in a more or less structured fashion with small samples, thus precluding generalization. This paper presents a scientific modeling approach of the underlying invariants regarding practices. This approach is applied in two stages: 1) the study of teacher practice representations as worded by a sufficient number of teachers and uncovered through lexicometric analyses, and 2) the study of actual practices, observed via audiovisual recordings and related to one another with factor analyses. Examples of the approach are given. François Larose, Vincent Grenon, Jimmy Bourque y Johanne Bédard
Key Words: teacher practices, modeling, representations, lexical analysis, audiovisual recording.
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Nº 248, enero-abril 2011 
