The Anthropological Theory of Didactics helps to understand the changes in the teaching system and the didactic system and their implementation difficulties`

Abstract

In this research, we present part of the study on how changes in the education system make the implementation of the didactics system difficult, dealing, more specifically, with the lack of dialogue between those responsible for higher levels of didactics co-determination when considering the scale of co-determination. It is observed that teachers and students, who represent the protagonists who will make the didactics system work, in general, do not participate in the higher levels and are only responsible for the themes and topics of the lower levels. This led Chevallard to offer an example of how teachers can remedy this situation. Furthermore, we rely on the Anthropological Theory of the Didactics (ATD) to show the difficulties experienced by teachers and students in making the new school organization and the new curriculum work, particularly for high school, as the changes that were made without their participation. This fact tends to create tension between those who need to make the new guidelines work and what the official documents determine. We notice that it is necessary to readapt documents to the needs of society and propose training courses for teachers, as the transition from an objective-based approach to a competency-based approach requires new knowledge that, in general, is not discussed and reflected in initial training courses and continuous training of teachers.