Résumé
The objective of this article is to help define what a Technological Research Program (TRP) might be like in a context of teacher training using a collective action theory. The notion of TRP is defined on the basis of principles which make it possible to define this type of program (Part 1) and to place it in the current mainstream of teacher training research (Part 2). Details of the general notion of technological research in teacher training are then provided in order to articulate, at the heart of TRP, conception and research activities which are presented as being co-substantial and co-determined (Part 3). Finally, the conditions for constructing knowledge on training and its transformation are considered within the framework of "context engineering" (Part 4). The conclusion attempts to identify the TRP's contribution to the general reflection on teacher training research, taking into account both similar programs and present training practice.