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Cet article traite de l’adaptation des demarches d’enseignement en cours d’action, adoptees par les enseignants des sciences et technologies de l’ecole secondaire. Il vise a comprendre les processus dynamiques de l’adaptation de l’enseignement. Il s’appuie sur des donnees qui ont ete obtenues grâce a un protocole de recherche qualitative axe sur des techniques de groupes de reflexion. Les resultats de la recherche mettent en evidence l’heterogeneite des parcours d’adaptation des enseignants. Ils soulignent la necessite du professionnalisme de l’enseignant des sciences et technologies. Ils suggerent de prendre en consideration la complexite des besoins d’adaptation. Ceux-ci commandent en definitive la compatibilite entre les demarches de l’enseignant et les besoins de ses eleves. Le processus d’adaptation est aussi guide par le plaisir de la reconnaissance, les rapports de l’enseignant aux savoirs, de meme que par la defense des valeurs collectives. Mots cle: adaptation de l’enseignement, perception des besoins, enseignement des sciences et technologies  This article deals with the adjustment of teaching approaches made by high school science and technology teachers while teaching. It aims at achieving a better understanding of the dynamic processes of teaching adjustment. It relies on a qualitative methodology using focus groups. Data analysis shows the multiplicity of ways that teachers use to adjust their teaching. It stresses out the importance of science and technology teachers’ professionalism and suggests taking into account the complexity of teacher and student needs in the equation of teaching adjustment. Those needs call for an increased compatibility between teaching approaches and students’ needs. The adjustment of teaching approaches is also related to the quest for recognition, the teacher relationship with knowledge and the collective values in place. Keywords: Teaching adjustment, students and teachers needs, science and technology teaching

Besoins perçus et adaptation des démarches d’enseignement: le cas de l’enseignement des sciences et technologies au secondaire