Faire de l’expérience vidéoscopée un moyen de formation au métier d’enseignant : l’appropriation d’un dispositif multimédia par des étudiants en éducation physique

This study analyses the impact of an audiovisual training time with preservice PE teachers on their reflexivity about the teacher’s activity in the classroom. The theoretical framework was the Course of Action (Theureau, 2006) in cognitive anthropology, based on the hypothesis of the situated action (Suchman, 1987) and the enaction (Varela, 1989). The study was conducted with four preservice teachers. The data were collected by: (a) video recordings of the preservice teachers’ activity during the training time, (b) self-confrontation interviews with four students in order to collect their reflexive experience with audiovisual device. The results show that interaction with the device and the peers helps students to live a sensory immersion and notice typical events in the classroom, to build and confront different forms of analysis. The discussion focuses on the appropriation of a device