Research in teacher education is still a field dealing with open questions. One of these open fields is the incorporation of new pedagogical principles such as inquiry-based processes. In this transition encouraged by most national curricula, knowledge involved in study processes changes heavily: it moves from well-established and static knowledge to more dynamic and provisional structures. This transition causes the description, management and analysis of knowledge to be a challenge for teachers. Researchers within the Anthropological Theory of the Didactic have used question–answer maps to describe knowledge involved in the implementation of inquiry teaching formats. We propose to use these question–answer maps as a research tool to be incorporated in teacher education to empower teachers to deal with this new nature of knowledge to be taught. We present in this paper an exploratory case study of an online course for secondary teachers using question–answer maps as a tool to describe knowledge.

教师教育方面的研究仍是一个涉及开放性问题的领域。这些开放领域之一是纳入新的教学原则，例如基于查询的过程。在大多数国家课程的鼓舞下，学习过程中涉及的知识发生了巨大变化：它从成熟的静态知识转变为更具动态性和临时性的结构。这种转变使知识的描述，管理和分析成为教师的挑战。“教学人类学”理论中的研究人员已使用问题-答案图来描述实施探究性教学形式所涉及的知识。我们建议将这些问答地图用作研究工具，并纳入教师教育中，以使教师有能力应对这种要教授的知识的新性质。