Author(s)

Maher Guerchi¹, Hanene Lengliz¹, Mohamed Ali Hammami², Denis Loizon³, Marie-France Carnus¹

¹UMR ETFS, Université de Toulouse Jean Jaurès, Toulouse, France.
²Higher Institute of Sport and Physical Education in Kef, Kef, Tunisia.
³ESPE Bourgogne, SPMS (EA 4180), Université de Bourgogne, Dijon, France.

In the context of teaching of football at school, we are particularly interested in how new teachers use and transform the knowledge learned in the act of teaching and the ways of linking the personal determinants and the professionally acquired knowledge, that is to say, the involvement of the private sphere of the teacher in the educational process of the football field. From a didactic clinical study of two cases—Riadh, a specialist in football and Jalel, an athletics specialist, we demonstrate that certain knowledge is presented implicitly in connection with a “pre-acquired experimental, intentional and conceptual Déjà-Là1” of the two teachers. These personal didactic determinants have an impact on certain decisions, and they influence the choice of certain knowledge and guide the instructional behavior of the two teachers. So, we are committed to highlight the existence of similarities and differences shown in the study of questionnaires and analysis of preliminary interviews.

Declared Practices, Clinic Didactics, Decisional déjà-là, Teacher Trainees, Personal Determinants, Football

Guerchi, M. , Lengliz, H. , Hammami, M. , Loizon, D. and Carnus, M. (2015) Clinical Didactic Analysis of the Practices Declared in Soccer and Identification of a “déjà-là” Decisional of Two Beginner’s Teachers. Creative Education, 6, 1137-1144. doi: 10.4236/ce.2015.611112.