Participative design of an audiovisual device for PETE

International audienceSince around ten years enthusiasm for using video in teacher’s training is still growing (Brophy, 2004). So we think it is necessary to reflect on the impact of designing audiovisual device on professional development in physical education teacher education (PETE). Design an audio-visual device need to have some interrogations: which kind of medium can be used, how to use it and what is the goal of the training sessions. We argue like in enaction’s approach (Varela & al., 1991), some knowledge are embodied and using video in teachers’ training can help to approach this embodied cognition during lessons of PE. Moreover, we use the categorization of Gal-Petitfaux (2013) for analysing the different times of PE’s lesson: a) beginning of the lesson, b) explanation of the task, c) observation during the task, d) assessment of the task and e) assessment of the lesson. Our audiovisual device (with preservice teachers) is based on multimodal resources: a) videos, b) photography, c) text and d) audio resources. Furthermore, our device is based on alternating time of internship (during which it was asked to trainee to edit video vignettes of their teaching) and tutorials at the University. So the aim of our contribution will be to present how an audiovisual device can permit to approach the corporal experience of teaching PE and to promote professional development with preservice teachers. Our theoretical frame is the Course of Action (Theureau, 2003) in cognitive anthropology, based on the hypothesis of the situated action and cognition (Suchman, 1987; Hutchins, 1995) and also the enaction (Varela & al., 1991). Our findings show: a) trainee focus video editing on explanation of the task and face to face with students and b) using multimodal resources permits to preservice teachers to approach corporal experience of different teaching situations during a PE’s lesson