We examine how to foster a better appreciation of mathematics and science among trainee school teachers in order to improve their engagement in the teaching of scientific disciplines. To this effect, we adopt an approach based on the “polyvalence” of the school teacher. Through a training program based on interdisciplinarity between mathematics and sciences, in the context of astronomy, we study the related professional development in the pathways of two groups of trainee teachers. These two case studies show the importance of mastering scientific knowledge in the implementation of a “polyvalence” that allows two disciplines to enrich each other without excluding each other. This constraint often implies focusing the trainer's intervention on disciplinary knowledge more than on pedagogical and curricular knowledge.
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Abboud et al. (2024) studied this question.
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