Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution of the interactions between teachers and resources?
Référence : Rocha, K. D. M. (2018) Documentational trajectory as a means for understanding teachers' interactions with resources over time: the case of a French teacher. In Gitirana, V. Miyakawa, T., Rafalska, M., Soury-Lavergne, S. & Trouche , L. (Eds.), Proceedings of the Re(s)sources 2018 International Conference (pp. 320-323). ENS de Lyon.
Résumé : Our work aims to contribute WG 2, discussing the issue: How to study, in long term, the evolution of the interactions between teachers and resources? We propose two notions: documentational trajectory and documentational experience, grounded in and in return contribute to documentational approach to didactics. For studying the relevance of these notions, we followed up one middle school teacher since 2015. We adapted reflective mappings of the teacher’s resource system, and documentational trajectory which was developed according to the reflective investigation proposed by documentational approach to didactics. Our work in this study mainly are consisted with: using reflective mappings of her resource system designed by the teacher at different moments of her career, crossing them with her description of her documentational experience and of her documentational trajectory, evidenced the sensibility of her interactions with resources to some events occurring in her professional life.