摘要：The study examines the effects of a “parents in the classroom” technique that encourages the construction of a new form of co-education around audio-visual recordings of classroom activity. Following the theoretical and methodological framework of the historico-culturalist psychology of human activity (Engeström, 2000; Leontyev, 1984; Vygotsky, 1934/1997), the analysis of the data of self-confrontation interviews with six teachers shows that the shared use of audio-visual resources showing classroom activity is an opportunity for parents to interrogate the practices of students and teachers, and for teachers to clarify goals and motives while pursuing the evolution of their activities in the classroom.
