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French

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http://hdl.handle.net/20.500.12162/2149

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Analysis of the development of innovative teachers in physical education: methodology and results

Abstract

This research aims to understand the professional development of junior Physical Education Teachers (EPS) from perezhivania. This term evokes a discontinuity where the subject is affected by an external event. It refers to the experience and feeling of the subject in relation to this external event, most often experienced as disruptive (Veresov, 2014). The literature points out that the experience of novel teachers (EN) is subject to significant emotional variations (Hascher -Hagenauer, 2016) and that EN acts according to the subjective tone of their classroom experiences (Ria de Durand, 2013; Jokikokko, Uitto, Deketelaere -Estola, 2017). In the light of this, the role of these emotional situations in the development of EN deserves to be questioned. Specifically, the question of students’ engagement during EPS lessons is a source of concern for the EN, in particular with regard to cooperative work (Evin et al, 2014; Goodyear et al, 2012; Olry-Louis, 2011). It appears to be operational to engage pupils but poses difficulties in its implementation (Amade-Escot -O’Sullivan, 2007). The theoretical framework used in these studies is that of the clinic of the activity, which borrows its concepts from culturalist psychology (Vygotski, 1930-31/2014) and from French ergonomics. This framework describes a process of internalising cultural signs (in our case, gestures and business rules) in a social situation. These signs are first learned and then ‘grafted’ in a development phase. In order to gain a better understanding of this process, it is necessary to have access to the actual activity of the worker, that is to say, the share achieved but also the share prevented (which he would have wished to do, which he was unable to do) and not only to his activity carried out. In addition, we also refer to Vygotski, who, inspired by Spinoza, claims that it would be pointless to expect an emotionally free activity (Vygotski, 1931-1998). The method used was to follow horizontally five EN into EPS during one school year in perezhivania, i.e. in particular social situations of development (González, 2016), in particular in situations of cooperation between pupils that had led to self-allocation. Thirty-two lessons from EPS were filmed and then the actors were self-confronted with the traces of these perezhivania in simple and cross-cross-self-confrontation interviews (Clot -Faïta, 2000). In interview, the participants, faced with the image of their own work, put first words for the researcher, which affected them during perezhivania. The actor takes a position in relation to actual choices, the reasons for which no longer appeared, a posteriori, to be so obvious. The data were processed using the Bruno and Méard (2018) method, which identifies potential development marks and indicators in the Norway material in order to arrive at the identification of invariants of EN development in EPS. This method combines a number of development indicators theoretically based on different authors and provides a basis for a coherent coding tool. The results allowed us to identify recurrent trends in potential development indicators and to answer our research questions. They open up avenues for the current support schemes for dual training for EPS teachers, in particular by taking into account the subjective dimension of the profession in training.

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