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Savoirs d’action et savoirs de justification en situation d’enseignement : le cas de la gymnastique

Abstract : Teaching gymnastic at school : Knowledge for action and knowledge for justification The study has for object an analysis of the subject matter knowledge about gymnastic on which the abilities of experts physical education teachers are based. The theoretical and methodological approach chosen for the research is an anthropological one. The results show that the words which the teachers exchange with the pupils with an instructive aim rely on : i) an empirical perception of the pupils gym-corps which reveals discreet bodily entities with specific properties of shape, consistency and movement; ii) causal relations between the various movements which affect these bodily entities. The explanations given by teachers during post-lesson interview bring two categories of subject matter knowledge about gymnastic. On the one hand, the knowledge for action : they take shape of illustrated descriptions or metaphors and they are built by experience. On the other hand, the knowledge for justification : they take shape of theoretical models dealing with concepts taken from various scientific fields, and they allow teachers to justify their action in classroom. These various indications and explanations given by the teachers can be interpreted as beliefs. The theoretical point of view adopted is for all that not an epistemological assessment which would tend to depreciate the beliefs in view of more justifiable scientific knowledge. On the contrary, an anthropological approach allows to understand how these beliefs are central to P.E. teachers professional skills, in allowing to meet the requirements of on epistemology of practice in complex situations.
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  • HAL Id : hal-01076168, version 1



Marc Cizeron, Nathalie Gal-Petitfaux. Savoirs d’action et savoirs de justification en situation d’enseignement : le cas de la gymnastique. Revue Française de Pédagogie, INRP/ENS éditions, 2003, pp.91-100. ⟨hal-01076168⟩



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