A multimodal device for fostering professional development with PE’s preservice teachers
Résumé
Using video in teacher education is not a new fact (Allen & Ryan, 1969) and also in Physical Education Teacher Education (Greenberg, 1971). However, Brophy (2004) reminds that video is not a curriculum but a technology. So we think it is necessary to reflect on the impact of designing audiovisual device and his effect on professional development in pre-service teacher’s education. To design an audio-visual device need to have some interrogations: a) which kind of medium can be use, b) how to use it and c) what is the goal of the training sessions. In our device we made the choice to use different modes (Kress, 2009) to permit the construct of meanings during tutorials at University: a) iconographic resources (photography who were taken during PE’s lessons); b) textual resources (e.g. extract from self-interviews of teachers); c) audio resources (mp3 files) product by students about videos vignettes of other students in the group and d) videos (self-video, other video or self-interview video). The main goal in our training program is to prepare pre-service teachers to teach Physical Education (PE) and develop them the capacity to analyze a lesson, to recognize and reflect about typical professional situations. Our approach is based on the teacher’s activity in the classroom, on the real job with the pupils during PE’s lesson. So the aim of our contribution will be to present how an audio-visual device can permit to approach the corporal experience of teaching PE and to promote professional development with pre-service teachers.