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This research aims at analyzing the features of interactive dynamics in second graders’ peer interactions (age 7-8) during cooperative writing in classroom settings. Focused on in-depth qualitative analyses of videotaped data, four pupil pairs’ interactions have been examined in light of three dimensions: social, cooperative and cognitive. Within two main types of dynamics (favoring vs. not favoring learning), conjectures have been drawn about co-regulation processes in peer learning. While negative dynamics have shown to be detrimental for the cognitive processing of the task, thus needing teacher contextual regulation, positive dynamics have revealed three forms of teamwork, labelled self-reliant, autonomous and dependent. The results show that young learners, even when engaged in positive dynamics, are not always able to co-regulate peer learning. These findings call for teacher’s careful observation in order to scaffold learners’ cognitive processing. Keywords: collaborative writing, cooperative learning, interactive dynamics, learning processes, qualitative analysis.

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ésuméLes pratiques de différenciation pédagogique réellement déployées en classe sont encore peu documentées par des recherches empiriques. Cette étude vise à décrire les pratiques réelles de différenciation pédagogique d' enseignants du primaire et du secondaire (N = 106) d'un établissement scolaire vaudois (Suisse).Les témoignages des enseignants (N = 99) ont été recueillis par questionnaire. Les analyses montrent que la différenciation pédagogique se manifeste sous des formes multiples, tant au primaire qu'au secondaire. Les données dévoilent également la polysémie des termes utilisés par les enseignants pour décrire les modalités de différenciation mises en oeuvre ainsi que des pratiques généralement rapportées sans précision quant à leur ancrage dans la temporalité de l' enseignement. AbstractFew empiric studies describe the nature of pedagogic differentiation practice in classroom. This research is aimed at documenting everyday practice of pedagogic differentiation as carried out by primary and secondary teachers (N = 106) of one school in the canton of Vaud (Switzerland). Teachers' statements (N = 99) were gathered via a survey. Analyses show that pedagogical differentiation takes place in diverse forms in everyday practice, at primary and at secondary level. Teachers' statements unveil a polysemic terminology and a lack of temporal anchoring of differentiation in described practice.