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Le processus de travail enseignant et les construits qui en decoulent concourent a eclairer l’interdependance de concepts fondamentaux de la didactique. Les resultats d’une etude de cas multiple sur le savoir-enseigner d’enseignants experimentes en Techniques d’education a l’enfance au collegial revelent un processus didactique a quatre phases : interpretation, representation, conception d’environnements d’apprentissage et adaptation aux caracteristiques des etudiants. Les liens reperes entre les activites cles et les actions faconnent des zones d’interactions precisant la notion de construit didactique et mettent en lumiere des concepts de la didactique tels que la transposition, les niveaux de formulation des concepts et le scheme. Le savoir-enseigner devenu objet didactique est au coeur d’un nouvel espace de problematisation : la didactique de l’enseignement superieur.  THE CONTRIBUTION OF CONSTRUCTS TO THE DIDACTIC FIELD : TEACHING SKILLS AT THE COLLEGE LEVEL  The process of working as a teacher and the constructs associated with it contribute to shedding light on the interdependence of fundamental didactic concepts. The results of a multiple case study on the teaching skills of experienced Early Childhood Education teachers at the college level reveal a didactic process supported by four phases: interpretation, representation, learning environments conception, and adaptation to the students’ characteristics. The links identified between the key activities and actions shape interaction areas that clarify the notion of didactic construct by highlighting didactic concepts such as transposition, concept formulation levels, and scheme. Teaching skills as a didactic object are at the heart of a new problematization space: higher education didactics.

L’apport du construit au champ didactique : le savoir-enseigner au collégial