Teaching effectiveness research and students learning are studied from the second half of the twentieth century (Brophy & Good, 1986). But, as noted, for the United States, by the Carnegie Task Force on Teaching as a Profession (1986) or the research of Goodlad (1990, 1993), there is a certain dearth about research on effective teaching practice in classroom, mainly in the francophone world (Lenoir, 2005).  Based on the latest researches in this domain in french-speaking countries (for examples: Bru, 2002 or Altet, & Vinatier, 2008) our research was designed to analyse the behaviour of teachers in teaching-learning situation and to establish didactical profiles. These are defined by what the teacher is doing in the classroom. To do this, we have developed a specific methodology that attempts to update the existence of variability between teachers (inter-variability) and variability within an individual teacher (intra-variability). Eight didactical variables were set [(1)organization of the contents ; (2) activities on the contents ; (3) dynamics of the pedagogical activity; (4) types of instructions; (5) fields of communication; (6) location of the teacher; (7) temporal organization; (8) teaching materials]. Each variable can take a particular state at any moment of the learning-teaching situation. This state is coded as a particular modality of the variable. These modalities are considered as organizer of teaching practice as defined by Bru, Pastier and Vinatier (2007) and regulate teacher and student actions in teaching situations. In addition, the experiment allowed to update the inter-variability and intra-variability in the teaching-learning situations previously determined according to the taxonomic level of the objectives. So, the observable behaviours of teachers are encoded (Altmann, 1974; Coutu, Provost & Bowen, 2005) through a set of didactic variables allowing to "explain and understand the organization of practices and processes involved in their operation" (Bru, 2002, p.71). Through the description of teaching practices ‘variability, we have describe teacher observable behaviours and we have studied the interactions and links between these behaviours. Therefore, our research is meant to be a methodological analysis instrument encouraging “the construction of predictive models” (Lenoir, 2005, p.6) of teaching practices. Didactic profiles are determined and displayed in graphical format: each teaching session is sampled in decile groups of time which allows an analysis of frequencies and occurrences of the didactic changes in teaching-learning processes (Lehner, 1996).

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