Abstract
The contribution focuses on the professional transitions and the dynamics of change driven by an institutional desire to reengineer training. It puts into dialogue the forms of pedagogical innovations that result from this and the processes of appropriation by the actors. The work presented is based on a longitudinal study of trainers in the equine sector. The study of the relationship to the activity and then the relationship to innovation provides a basis for understanding the processes at play among the trainers. The results indicate to what extent the co-construction and experimentation of tools within work groups, accompanied over time by a team of researchers, activates or hinders this appropriation and (re)gives meaning to the training activity.