Didactic analysis of professional gestures of student teachers in physical education

This paper presents a didactic analysis of professional gestures of four student teachers in physical education (in third year of "license"). This research is based on the theory of the joint action in teaching and anthropological theory of didactics in a comparative perspective. The method connects video and interview data. Findings show that students' gestures are characterized by : 1) centration on the specific knowledge; 2) production of tensions between learning, security, devolution and class management; 3) articulation of various didactic techniques. Discussion considers the issues of knowledge on these gestures, their anchoring in varied dilemmas and the generic and specific features of students' professional gestures.