Documentational trajectories as a means to understand teacher's engagement with resources: the cas of French teachers facing a new curriculum

Teachers’ documentation work develops in social context, in a way depending on their own history with teaching resources. We propose a new concept, documentational trajectory, to model the teacher’s history with resources, defining it as the interplay, over the time, between events that a teacher meets and resources, this interplay being socially situated, because it happens in schools or collectives, or because the events or the resources themselves are social products.