Author(s): Mabassa David Sylvain, Lembe Gorgon, Entsiro François, Fernandes Balou Gabin and Itoua Okemba Jean

Abstract:
This article that we present to you about the activation of the knowledge mobilized by the teachers of PSE during a cycle of teaching of the gymnastics was intended to account for the influence of the professional experience and the expertise. The theory of joint action in didactics, served as a conceptual framework for research in a transpositional perspective by comparing the knowledge mobilized during the didactic interactions of male teachers with those of teachers in the classes of Lycée. The use of pedagogical administrative documents, stimulated reminders with both categories of teachers, followed by observations of each of these teachers' lessons, showed that : female teachers use rules, without taking into account interactions Focusing on overall classroom management, while male teachers will infer choices and make decisions based on context, they formulate equivalent strategies from the same divergent difficulties having thoughts in action, so they take more into account the interests of each student. In view of the above, male teachers in the teaching of physical activity and sport manage to generate more learning than female teachers and the teaching experience is not enough to fill this handicap.

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