Abstract
This article presents the first analyses of a collaborative design, associating researchers in didactics and a physics and chemistry teacher in France. The aim of this design is the professional development of the teacher from a didactic point of view, the training aim being considered as an accompaniment, in the sense of Paul (2009), by the researchers, of this professional development. At the heart of this design, the activity of co-construction of a sequence on the quantity of matter in second grade is the support of a reflective activity. This collaborative design, through its reflective dimension, allows an "interpretative zone" to emerge (Desgagné et al., 2001) and thus offers to the teacher the opportunity to renew the knowledge relevant to her practice. This article aims to study the way in which this knowledge is renewed with regard to the pragmatization of didactic concepts provided by science educators and, on the other hand, to study the tensions that may result from the articulation of the researchers’ desired accompanying posture and their posture as didacticians. The data consisted of video recordings of the first implementation of the sequence and an audio recording of a working session between the researchers and the teacher. The results show that there are tensions between knowledge for practice and didactic knowledge that the researchers try to manage as best they can in order to maintain the quality of their relationship with the teacher.