The Role of Institutional Networks in the Implementation of Innovative Collaborative Devices of Teacher Professional Development

Abstract

Abstract This article aims to contribute to the body of knowledge developed by mathematics education research on the implementation of innovative TPD devices, i.e. organized systems of arrangements for professional development of mathematics teachers, that emphasize their collaborative work and have a strong bottom-up dimension, as well as to the development of analysis and modelling tools to guide and report on such research. More specifically, drawing on the systemic, institutional and ecological perspective of the anthropological theory of the didactic, we study the dynamics of implementation of such a device, which appeared in France in 2017, paying particular attention to the role played by institutional networks in its dynamics. To do this, we use concepts from the theory of hypergraphs and show their usefulness for modelling the dynamics at stake, a usefulness which, we assume, is not limited to this case study. The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507258.