Author(s)

Lengliz Hanene¹, Guerchi Meher², Carnus Marie France³

¹EFTS-Laboratory of Education, Formation and Knowledge, UMR University of Toulouse, France/Higher School of Sport and Physical Education, Ksar-Said, Tunis.
²EFTS-Laboratory of Education, Formation and Knowledge, UMR University of Toulouse, France/Higher school of Sports and Physical Education, Kef, Tunis.
³UMR EFTS, University of Toulouse 2-Le Mirail, France.

This article is a part of a research which joins in a work of a doctoral thesis in clinical didactics of physical education (PE). We analyze the Specialized Teaching Practices (STP) intended for pupils with particular needs, presenting here a mental deficiency, by trying to articulate certain concepts stemming from disciplinary didactics together with a clinical study of psycho-analytical orientation. In view of our progress, which is still at an exploration stage, our interest is focused on the concept of “déjà-là”, representing the hidden side of the Teacher’s Decisional Process (TDP) and providing motives and potential drives of the teacher’s professional activity. We proceed to the study of closely-related cases of two teachers of Adapted Physical Activities (APA) practiced in Specialized Institutions in Tunisia. The analysis of the contents of the interviews organized according to the clinical didactic methodology shows that the teacher’s “déjà-là” can determine to a great extent his didactic and professional decisions.

Specialized Teaching Practice, Adapted Physical Activities, Clinical Didactics, Case Study, “Déjà-Là”, Mental Deficiency, Teacher’s Decisional Process, Disciplinary Didactics

Hanene, L. , Meher, G. and France, C. (2015) Specialized Teaching Proof against the “Déjà-La” Case Study of Two Teachers of Adapted Physical Activity in Tunisia. Advances in Physical Education, 5, 299-309. doi: 10.4236/ape.2015.54035.