Teaching Resources and teachers professional development: toward a documentational approach of didactics

TL;DR

This paper introduces a theoretical framework for teachers' professional development centered on their interactions with digital resources, emphasizing the evolution of their documentation systems and practices.

Contribution

It presents a novel documentational approach to analyze how teachers adapt and develop their practices through resource interaction and digital resource integration.

Findings

Digital resources influence teachers' documentation systems

Teachers' professional change is reflected in their resource utilization

The documentational approach captures evolving teaching practices

Abstract

We propose in this paper a theoretical approach of teachers' professional development, focusing on teachers' interactions with resources, digital resources in particular. Documents, entailing resources and schemes of utilization of these resources, are developed throughout documentational geneses occurring along teachers' documentation work (selecting resources, adapting, combining, refining them). The study of teachers' documentation systems permits to seize the changes brought by digital resources; it also constitutes a way to embrace teachers' professional change.