The impact of preservice teachers experiences in a video-enhanced training program on their teaching activity: a case study in physical education

Cyrille Gaudin (1) , Sébastien Chaliès (2) , Jérôme Amathieu (2)

1 FRED - Education et Diversité en Espaces Francophones
2 EFTS - Education, Formation, Travail, Savoirs

This case study documents the influence of preservice teachers’ experiences in a Video-Enhanced Training Program (VETP) on their teaching. The conceptual framework of this VETP comes from a research program in cultural anthropology based on Wittgenstein’s analytical philosophy. Influence was identified during self-confrontation interviews with preservice teachers (n = 8) in physical education with a video of their teaching. The findings indicated that this VETP program improved their ability to conduct a lesson. More precisely, these results showed the kinds of experiences PTs mobilized from the VETP (and others) when teaching, their number (n = 6), and the ways in which they drew on a variety of experiences. Two main avenues for modifying VETPs are then proposed: First, teaching should be viewed as both an object and a training situation, and second, VETPs should be integrated into a broad teacher-training path, which should be understood as a pool of experiences from which each teachers forge their own initial teaching practice.

Mots clés: video; physical education; teacher education; pre-service teachers

Domaines: Sciences de l'Homme et Société

Cyrille Gaudin, Sébastien Chaliès, Jérôme Amathieu. The impact of preservice teachers experiences in a video-enhanced training program on their teaching activity: a case study in physical education. Contemporary Issues in Technology and Teacher Education, 2018, 18 (1), http://www.citejournal.org//proofing/the-impact-of-preservice-teachers-experiences-in-a-video-enhanced-training-program-on-their-teaching-a-case-study-in-physical-education. ⟨hal-01722203⟩