Author(s)

Hejer Ben Jomaa^1,2, Donia Sghaier^3,4, Mohamed Mami^3,4

¹Higher Institute of Sports and Physical Education, University of Manouba, Ksar Said, Tunisia.
²EDic, UMR EFTS, Toulouse University, Jean-Jaures, France.
³Higher Institute of Sports and Physical Education, University of Jendouba, Kef, Tunisia.
⁴Research Unit of Sportive Performance and Physical Rehabilitation, Higher Institute of Sports and Physical Education, Kef, Tunisia.

The observation of teaching practices of physical education (PE) at secondary school (Terrisse & Carnus, 2009) shows some differences at the level of “teaching thinking” (Tsangaridou, 2008), teaching conceptions and knowledge references. Indeed, Physical Education teacher can transmit knowledge by referring in multiple references. He teaches institutional knowledge (school curricula). However, he transmits also personal knowledge, personal conception and personal link to knowledge stemming from his personal experience and his sportive expertise. The research methodology is qualitative and descriptive. We refer to the clinical didactic methodology organized with three times constructed temporality. The aim of this case study (Terrisse, 2003) is to understand whether personal experience, revealing of teaching thinking, influences the nature and the form of teaching practice and the professional activity of a PE teacher during the teaching-learning process.

Personal Experience, Clinical Didactics, PE Teacher, Link to Knowledge

Jomaa, H. , Sghaier, D. and Mami, M. (2016) The Impact of Personal Experience on the Professorial Practice in Physical Education: A Case Study from Tunisia. Creative Education, 7, 1328-1334. doi: 10.4236/ce.2016.79137.