Le curriculum d’EPS en actes à l’école primaire : quels savoirs enseignés ?

Abstract

The genuine hypothesis in this article is that the way two teachers' trainers view and adapt their action when teaching collective games brings into light their relationships with knowledge. We argue that the evolution of contents can be understood only when teachers’ activity is thoroughly studied in context and through two scales of analysis: the first one is linked with teachers’ routines; the second one is related with specific episodes of an emblematic situation of the unit when teachers monitor in situ students' learning. These two scales of analysis reveal how the reference is co-constructed in the classroom as well as the accepted or endured subjections that the teacher imposes himself or that the institution demands. The findings show that teachers’ subjections to their training institution are a determining factor even though some common classroom management routines can be noticed. Both teachers' didactical intentions are bound by their own relationships to their institutional and professional training and conflict with the relationships to the knowledge related to the teaching of collective games.

Keywords

• physical education
• teachers