The 2009 reform in French universities concerns, among others, the university teacher’s status, considered until now as a person teaching exclusively in a face-to-face relationship, with defined periods of courses given during a time when he-she is actually involved in a “real” relationship, i.e. in presence and not at a distance. One of the key changes impacts the place and the role taken by the technologies in his-her the daily life. It tries then to consider the reality of hybrid forms of relationships with the students: giving digital resources before the courses, using Internet during the learning activity, answering after the courses, etc. In other words, the teacher is not considered anymore only as an author who transmits his-her knowledge, but potentially as a tutor, a guide or a facilitator, with different activities, places and times to support learning.

This new position also challenges the traditional posture and self-conception that university teachers had of their role, which was until now defined by the double term of “teacher-researcher”. There was in the term itself an important part, even symbolic, attached to the production of scientific documents (papers, books, etc.), all what defined for them a "former norm" (Schwartz, 2004), i.e. the antecedent standards that were crystallized in a codified form like documents copyright, collective experience, organizational forms and even legal status. But the institutional reform does not say anything about the stipulated work, the tasks to realize, in these new forms of “hybrid work”. It is then interesting to examine the conception of the news rules and postures of these teachers, using technologies or changing their own practices, to better understand what really changes, beyond a legal statement, for the conceptions they have themselves of their own activity, when this activity becomes “hybrid”.

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