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Une étude des effets du travail documentaire et collectif sur le développement professionnel des enseignants de mathématiques : apport des concepts d'expérience et de trajectoire documentaires

Abstract : The thesis deals with the construction of experience, in France, by mathematics teachers when they interact with the resources of their teaching throughout their career. It is particularly interested in the impact of the introduction of algorithmics and programming -proposed by the 2016 reform -on their documentational work. For this study, we propose a theoretical framework based on the documentational approach to didactics and on the professional didactics. We are interested in events (related to individual and / or collective work) that have the potential to transform teachers’ documentational work over time, introducing the concepts of documentational trajectory and experience. We have developed a methodological framework inspired by the principles of reflective investigation. We followed then two middle schools mid-career teachers: Anna and Viviane. The two teachers were chosen for their contrasted profiles in relation to the collective work. The study highlights that teachers interact in a very different way with resources and their documentational trajectories help to understand what is behind these differences. Finally, it highlights the potential of collective work for the professional development of teachers, in particular to cope with curriculum changes.
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Submitted on : Monday, December 9, 2019 - 11:05:08 AM
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  • HAL Id : tel-02399664, version 1

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Katiane de Moraes Rocha. Une étude des effets du travail documentaire et collectif sur le développement professionnel des enseignants de mathématiques : apport des concepts d'expérience et de trajectoire documentaires. Education. Université de Lyon, 2019. Français. ⟨NNT : 2019LYSEN014⟩. ⟨tel-02399664⟩

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