We propose in this paper a theoretical approach of teachers' professional
development, focusing on teachers' interactions with resources, digital
resources in particular. Documents, entailing resources and schemes of
utilization of these resources, are developed throughout documentational
geneses occurring along teachers' documentation work (selecting resources,
adapting, combining, refining them). The study of teachers' documentation
systems permits to seize the changes brought by digital resources; it also
constitutes a way to embrace teachers' professional change
