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Contribution a la compréhension des processus de construction identitaire au travail des enseignants d'EPS en collège

Abstract : The study of the practices of intervention convened in this research contributes to the understanding of the processes involved in the development of Secondary school Physical Education teachers' identity at work.
Whether they are specialists in the taught APSA or not, the activity vis-a-vis with the pupils of the "beginner", "experienced" and "expert" is not very comparable and tends to deviate from the common framework of the disciplinary project.
In the implicit hierarchy and the power plays which are established between the three levels of the professional experience, the "experts", whose interventions constitute strong identity reference marks, seem to relay at the local level the institutional authority. During his/her identity construction, the "experienced" cultivates the doubt whereas the "beginner", vis-a-vis with the difficulties which he/she encounters, develops a confidence in the future.
Lastly, the identity question renews the debates and traditional oppositions between the various didactic schools of thought in PE.
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https://tel.archives-ouvertes.fr/tel-00181172
Contributor : Victor Moisan <>
Submitted on : Friday, November 30, 2007 - 11:39:17 AM
Last modification on : Friday, October 23, 2020 - 4:35:13 PM
Long-term archiving on: : Monday, September 24, 2012 - 2:25:35 PM

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  • HAL Id : tel-00181172, version 1

Citation

Arnaud Waltz. Contribution a la compréhension des processus de construction identitaire au travail des enseignants d'EPS en collège. Education. Université Paris VIII Vincennes-Saint Denis, 2007. Français. ⟨tel-00181172⟩

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