| Summary: | The French branch known as Professional Didactics - DP (Didactiques Professionnelles) constitutes a branch of research recognized and scientifically active, above all, when we see the interest in the phenomena of learning, training and analysis of the development of professional competence, objectified in the workplace. Some of its assumptions and, in particular, in a field of confluence and contribution of certain study strands, make it possible to glimpse repercussions for the description of the teacher's activity in the teaching of specific subjects, namely in the field of Didactics of Science and Mathematics (DCeM). Thus, from an extensive systematic literature review (Okoli, 2015), the paper points to and describes important aspects of PD, with the aim of extracting timely implications and also aiming to broaden the analysis of the role of the teacher, viewed as a worker or "education operator", within phenomena that , often exceed the limits of the classroom. Finally, a perspective of complementarity, involving a certain content of novelty, correlative to the use of PD and DCeM may contribute to the creation of a scenario of further applications and investigations about teacher education and professional competence, which is not discussed in our country, according to the perspective adopted here.
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