Abstract
An integrated science and technology teaching program has been developed in French lower secondary school for six years. It follows the national reviews of science and technology education at primary level which ambition is to propose an education for all that might change students attitude toward science and technology and the way it is taught. This program encourage different teachers to define together teaching sequences that integrate their respective subject (biology-geology, physics-chemistry, technology). Such program questions the place and role of the teachers taking part in the program. Three dimensions (educational goals, operational, organizational) have been adapted from Hasni et al. (2008) in order to grasp the complexity of the integrated teaching program and its specific issues. The analysis of posters where teachers present the result of their work shows an evolution of their orientations. In the teachers perspective, the integration no longer seams a goal in itself but a mean to motivate students and to address questions linked with their environment.
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