La transmission du savoir expérientiel en EPS : études de cas et analyses comparatives en didactique clinique

The Specialized Teacher in a Challenging Task of Teaching: The Case of Two Specialized Teachers in Tunisia

“…We put forward three dimensions of the "link or the relationship to the test" (Jourdan, Brossais, & Savournin, 2011) that allow us to study this complex activity. We cite the "didactic conversion"; "the subject supposed to know" and the "impossible to bear" (Buznic-Bourgeacq, Terrisse, & Margnes, 2010). So, these dimensions invite us to outline the notion of relationship to the test.…”

“…The "didactic conversion" replaces the term didactic transposition (Buznic-Bourgeacq et al, 2010) in order to refer to the transformation of the experience content into a teaching content. The elements of knowledge constructed by the teacher in his personal experience will organize the content of his effective teaching practices.…”

“…Thus, as the institutional representative of knowledge, he is immediately assigned to a place from which he is defined. "Its mode of existence refers here to an inscription in a symbolic order which, to precede it, determines it fundamentally" (Buznic-Bourgeacq, Terrisse, & Margnes, 2010). Thus, the institutional position of the teaching subject in relation to knowledge assigns him or her responsibility for its transmission and places him or her in fact in a supposed symbolic position, that of "supposedly knowing subject".…”

“…However, the institutional position of the teacher related to knowledge assigns him or her responsibility for its transmission and places him or her in fact in a symbolic position, that of "supposedly knowing subject". This syntagm developed by Lacan (1966) to characterize the analyst's symbolic position was taken up, on an ad hoc basis, by (Terrisse, 1994;Blanchard-Laville, 2001;Buznic-Bourgeacq, 2009;Buznic-Bourgeacq & Terrisse, 2013).…”

Jeu et animation périscolaire

“…Afin de saisir les relations complexes entre jeu, éducation et apprentissage ainsi interrogées, sont mobilisés différents champs de recherche, et principalement, les sciences du jeu (Caillois, 1958 ;Brougère, 1995Brougère, , 2005 et la didactique (Brousseau, 1998 ;Fabre & Orange, 1997 ;Fabre, 2005Fabre, , 2006Orange, 2005). L'analyse est réalisée plus précisément au filtre de la didactique clinique (Terrisse et Carnus, 2009, Carnus et Terrisse, 2013Buznic-Bourgeacq, 2009) afin d'interroger le rapport du sujet au jeu et à l'Autre (Desvages-Vasselin, 2018) et d'appréhender les pratiques professionnelles. L'intérêt de cette étude est de voir de quelle manière la pratique effective de jeu de l'animateur est organisée involontairement, voire inconsciemment, par ses expériences, son histoire, autrement dit son « déjà-là décisionnel » (Carnus, 2009(Carnus, , 2015 et en quoi elles influencent la nature des apprentissages mis en oeuvre.…”