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Repenser la formation des enseignants en France et au Sénégal : une source d’interactions fécondes

Moustapha Sokhna 1 Luc Trouche 2
1 FASTEF, Université Cheik Anta Diop, Dakar
LIRDEF - Laboratoire Interdisciplinaire de Recherche en Didactique, Éducation et Formation
Abstract : Political evolution of Senegal, from a French colony to an independent state with its own educational and scientific institutions, constitute the background to this paper, which traces the emergence and development of a scientific collaboration between French and Senegalese researchers. Beyond a story of people, it is indeed a scientific design responding to educational needs: (a) in Senegal, the need for mathematical and didactical teacher education, as teachers often enter the classroom without the required competencies “to do their job"; (b) in France, the need to rethink pre- and in-service teacher education to meet new/changed conditions of teaching (e.g. new/different learning tools and teaching devices; different audience/s with different learning difficulties). The paper traces the various stages of the collaboration: first a training mission (with French colleagues going to Senegal) spreading over time to new institutions and new actors; long study periods (both in France and in Senegal) leading to masters and one PhD (involving the two authors); then the development and furthering of thinking/discussions/reflections around the creation of training systems (in both countries), including devices based on collaborative design of resources. As the paper shows, this resulted in a reciprocal germination of concepts nurtured by the experiences in each country. Moreover, a new theoretical approach emerged giving a special role to teachers’ resources and to the interactions between teachers and resources, which in turn led to new joint projects. Beyond these projects, the collaborative projects have indeed reorganized the relations between Francophone North and South, which resulted in the emergence of new structures (e.g. EMF, Espace Mathématique Francophone).
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Submitted on : Monday, July 24, 2017 - 5:08:53 AM
Last modification on : Tuesday, May 12, 2020 - 1:46:13 PM


  • HAL Id : hal-01567486, version 1


Moustapha Sokhna, Luc Trouche. Repenser la formation des enseignants en France et au Sénégal : une source d’interactions fécondes. 13th International Congress on Mathematical Education, Gesellschaft für Didaktik der Mathematik, Aug 2016, Hambourg, Germany. pp.27-38. ⟨hal-01567486⟩



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