L’activité de supervision active des enseignants d’EPS en gymnastique : quels savoirs professionnels ? : The active supervision activity of Physical Education teachers in gymnastics: which professional knowledge ?

International audienceThis study examined the knowledge mobilized in the classroom by experienced Physical Education teachers during their action in a particular context of intervention, called “active supervision” in the scientific literature. The results indicate regularities in the spatial, gestural and linguistic organization of the teacher supervision activity. They also show regularities about the activity meaning for the teachers. To describe and justify their actions, the teachers resorted at three levels of knowledge. The first level corresponds to their actions organization in reference to postures of straightness and rigidity awaited at the pupils. The second level characterize the knowledge of empirical causalities by which they justify the feedbacks they give to the pupils. The third level refers to the theoretical concepts (e.g., mechanics, energy, perception) that teachers clarify by images and metaphors to explain and justify the announced empirical causalities.L'activité de supervision active des enseignants d'EPS en gymnastique : quels savoirs professionnels ? Sciences de la société, 77, 29-42. Résumé Cette étude s'est intéressée aux savoirs mobilisés en classe par les enseignants expérimentés d'Education physique et sportive lors d'un contexte d'intervention particulier, qualifié dans la littérature scientifique de « supervision active ». Les résultats révèlent des régularités au plan de l'organisation spatiale, gestuelle et langagière de l'activité de supervision des enseignants. Ils montrent également des régularités au plan de la signification des actions pour les enseignants. Pour décrire et justifier leurs actions, les enseignants ont recouru à trois niveaux de savoirs. Le premier niveau correspond à l'organisation de leurs actions en référence à des postures de rectitude et de rigidité attendues chez les élèves. Le second niveau renvoie à la connaissance de causalités empiriques par lesquelles ils justifient les corrections qu'ils adressent aux élèves. Le troisième niveau renvoie à des notions théoriques (e.g., mécanique, énergie, perception) que les enseignants explicitent par des images et des métaphores, pour expliquer et justifier les causalités empiriques avancées. Mots clefs : Savoirs – Enseignement -Supervision active – Gymnastique – Anthropologie The active supervision activity of Physical Education teachers in gymnastics: which professional knowledge ? This study examined the knowledge mobilized in the classroom by experienced Physical Education teachers during their action in a particular context of intervention, called "active supervision" in the scientific literature. The results indicate regularities in the spatial, gestural and linguistic organization of the teacher supervision activity. They also show regularities about the activity meaning for the teachers. To describe and justify their actions, the teachers resorted at three levels of knowledge. The first level corresponds to their actions organization in reference to postures of straightness and rigidity awaited at the pupils. The second level characterize the knowledge of empirical causalities by which they justify the feedbacks they give to the pupils. The third level refers to the theoretical concepts (e.g., mechanics, energy, perception) that teachers clarify by images and metaphors to explain and justify the announced empirical causalities