Abstract
In the context of teaching of football at school, we are particularly interested in how new teachers use and transform the knowledge learned in the act of teaching and the ways of linking the personal determinants and the professionally acquired knowledge, that is to say, the involvement of the private sphere of the teacher in the educational process of the football field. From a didactic clinical study of two cases—Riadh, a specialist in football and Jalel, an athletics specialist, we demonstrate that certain knowledge is presented implicitly in connection with a “pre-acquired experimental, intentional and conceptual Deja-La1” of the two teachers. These personal didactic determinants have an impact on certain decisions, and they influence the choice of certain knowledge and guide the instructional behavior of the two teachers. So, we are committed to highlight the existence of similarities and differences shown in the study of questionnaires and analysis of preliminary interviews.
Highlights
The analysis of teaching practices has revealed considerable divergences between teachers’ intentions and their decisions, and between what is expected and actual practice (Durand, 1996)
To bring out the conceptuel “déjà-là”, we used the responses of PE teachers of the following question: “what is your definition of football?” Quantitative analysis of responses evoked shows that the football discipline appears to PE teachers as an with (44%) of the citations
The notion of “collective” appears as a priority for Jalel. This analysis, namely the most cited by a panel of PE Teachers, expresses the knowledge acquired throughout the course of the academic training on the football field that is defined according to the literature as a team sport between two teams of eleven players around a ball
Summary
The analysis of teaching practices has revealed considerable divergences between teachers’ intentions and their decisions, and between what is expected and actual practice (Durand, 1996). The PE (Physical Education) teacher is entitled to make objective or subjective choices, in an urgent attempt to meet the requirements of the teaching situation This decision-making process is “both an intimate and a specific phenomenon” (Carnus, 2003). Through a questionnaire and preliminary discussions, we have empirically identified experiential and epistemological reports of each teacher concerning their knowledge of the football field This methodological procedure formulates the first time of the clinical didactic analysis that allows access, in general, to the teacher’s “Déjà-Là” (Terrisse, 2000). It is a specific time analysis in clinical didactics, which allows access to the “decisional déjà-là” (Carnus, 2002) In this respect, Carnus considers the “decisional déjà-là” as a hidden part of the teacher’s decision-making process, providing, at some point, motives and reasons in the context of his/her professional activity. These instances act as “didactic action filters” (Loizon, 2004)
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