Anderson Araujo-Oliveira https://orcid.org/0000-0002-7214-0032

Anne Guilbault https://orcid.org/0009-0000-9348-6641

Nathalie Chagnon https://orcid.org/0009-0009-0308-504X


The article examines the contribution of research and development to teacher professional development. To do so, it presents the result of a close collaboration between researchers and primary school teachers aiming to design an innovative didactic tool for teaching humanities and social sciences in the 3rd year of primary school in Quebec, Canada. This tool combines the socio-spatial analysis recommended by the primary curriculum for teaching humanities and social sciences with the creation, interpretation, and appreciation of artistic works recommended for music education. Carried out in three distinct and interconnected stages: socio-spatial analysis of the three societies studied in the 3rd year of primary school; design of an album composed of nine songs highlighting the characteristics of the three societies; and experimentation of the tool in the classroom aiming to identify its advantages and limitations for the teaching and learning of humanities and social sciences. This close collaboration represented a significant contribution to transforming the relationships that teachers have with disciplinary school knowledge, professional knowledge, and teaching practice. In this sense, it is important to recognize that both the joint design of the didactic tool at the heart of this research and development, as well as the experimentation of the tool in the classroom and its dissemination, have provided substantial support for teachers in their professional development process.



How to Cite

Araujo-Oliveira, A., Guilbault, A., & Chagnon, N. (2024). RESEARCH AND DEVELOPMENT AS AN ENGINE FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS . New Trends in Qualitative Research, 20(1), e929. https://doi.org/10.36367/ntqr.20.1.2024.e929