The knowledge mobilised by a physical education teacher during didactic interactions: a situated analysis

Abstract

This study is about the knowledge used by a Physical Education teacher when teaching gymnastic during everyday lessons in a middle school. Teacher’s knowledge is grasped through the analysis of his professional gestures like «designing learning tasks» and «accompanying the students’ learning». To access to the situativity of the teacher’s knowledge the method links video data and «auto confrontation» interviews. Findings show the diversity of the knowledge used by the teacher, the fact that it is educational value oriented, that it expresses the teacher’s self conceptions, and farther along the strong influence of the teacher’s institutional adherence.