This article presents the conceptual and methodological foundations for the Course of Action research program as an alternative perspective for studying the work and continuing education of teachers in the school system. This program has two strongly-associated poles: an empirical pole, focused on analyzing the activities of different teaching practices, and a technological pole, seeking the design of educational situations that facilitate professional development and learning. The authors present the epistemological, theoretical and methodological postulates of the Course of Action program, and analyze contributions made by studies conducted from this perspective toward describing and understanding the work of teaching and designing pedagogical mechanisms for education. In particular the authors describe one of the most well-known mechanisms, NéoPass@ction, a French platform for an educational video that presents educational situations targeting young teachers beginning their professional careers.