From Scholarly Knowledge to Be Taught

The concept of knowledge, as it is applied in the context of didactic transposition, plays a decisive role in defining the status that this knowledge acquires within the school system and in teacher-training programs. Thus, with regard to the pedagogy of French, theoretical references can help teachers structure their lessons, even though students are not required to be familiar with them. The objective of this study is therefore to show how teachers can establish, during didactic transposition, the relationships between theoretical knowledge and the knowledge to be taught in "La cuiller sale" from Amadou Kumba's new tales.The relationship between the two spheres-on the one hand, the academic discipline intended to educate students, and on the other, the discipline specific to teacher training-is far from linear or transparent. Indeed, the challenge is not merely to convey the knowledge that teachers will then pass on to their students. It also involves examining the processes of selecting and operationalizing theoretical knowledge.