Specialized Teaching Proof against the “Déjà-La” Case Study of Two Teachers of Adapted Physical Activity in Tunisia


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.

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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.

Conflicts of Interest

The authors declare no conflicts of interest.


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