Collaboration between teacher and researcher to readjusting the didactic transposition: a case of study

Abstract

This paper intends to describe a design experience of in-service teachers
training, adopting a collaborative method (Recherche Collaborative) between
teachers and researchers.
The plural analysis of the practices (Analyse des Pratiques, Analyse Plurielle)
highlights problems of didactict transposition in disciplinary frameworks
(didactics of history).
A model derived from the Houssaye’s Triangle didactique was used to observe
the distance between historical epistemology (the cultural object)
and teacher.
In school context subsist another knowledge, produced by customs, belives,
publishing contents. This one replaces the savoir savant in teachers
mediation action.