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Towards a Psychological Anthropology in Teacher Education

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Title: Towards a Psychological Anthropology in Teacher Education
Language: English
Authors: Escalié, Guillaume, Lesellier, Jérémy, K/Bidy, Julie, Legrain, Pascal (ORCID 0000-0001-6769-1502)
Source: European Journal of Teacher Education. 2023 46(3):354-371.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Anthropology, Teacher Education Programs, Educational Philosophy, Correlation, Preservice Teachers, Social Psychology, Research Training, Teacher Competencies, Teacher Effectiveness, Self Efficacy, Physical Education, Physical Education Teachers, Student Attitudes, Interdisciplinary Approach, Program Implementation, Direct Instruction, Cooperative Learning, Comparative Analysis, Physical Activities, Foreign Countries, Pedagogical Content Knowledge
Geographic Terms: France
DOI: 10.1080/02619768.2021.1941859
ISSN: 0261-9768
1469-5928
Abstract: This article aims to draw the outlines of a psychological anthropology programme in teacher education based on Wittgenstein's philosophical approach to relationships between experience, consciousness and language. Conceptually, the challenge is to support the idea that a professional experience may be documented not only through the deliberate reasons pre-service teachers spontaneously link to actions, but also through sensations that are less verbally accessible, also named 'perceptions' in social psychology. An empirical illustration is used to show a potential reconciliation between a research program in cultural anthropology and the social psychology bases of teaching competency acquisition. From a methodological standpoint, we examine whether an analysis linking self-confrontation interviews and questionnaires provides an original insight into pre-service teachers' training experiences. This path inserted into a transdisciplinary program provides alternatives to reconsider a cooperative training program implemented to foster the self-efficacy of pre-service teachers in physical education.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1390218
Database: ERIC
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  Value: <anid>AN0164439902;54n01jul.23;2023Jun23.06:08;v2.2.500</anid> <title id="AN0164439902-1">Towards a psychological anthropology in teacher education </title> <p>This article aims to draw the outlines of a psychological anthropology programme in teacher education based on Wittgenstein's philosophical approach to relationships between experience, consciousness and language. Conceptually, the challenge is to support the idea that a professional experience may be documented not only through the deliberate reasons pre-service teachers spontaneously link to actions, but also through sensations that are less verbally accessible, also named 'perceptions' in social psychology. An empirical illustration is used to show a potential reconciliation between a research program in cultural anthropology and the social psychology bases of teaching competency acquisition. From a methodological standpoint, we examine whether an analysis linking self-confrontation interviews and questionnaires provides an original insight into pre-service teachers' training experiences. This path inserted into a transdisciplinary program provides alternatives to reconsider a cooperative training program implemented to foster the self-efficacy of pre-service teachers in physical education.</p> <p>Keywords: Anthropology; social psychology; training experience; consciousness; language</p> <hd id="AN0164439902-2">Introduction</hd> <p>Generally, research focusing on the training experiences of preservice teachers (PTs) at university or in schools adopts either an experimental angle, using tools like questionnaires to collect data (e.g. Škugor and Sablić [<reflink idref="bib31" id="ref1">31</reflink>]), or a more qualitative approach based on interviews of different natures (e.g. Louws et al. [<reflink idref="bib24" id="ref2">24</reflink>]). To move beyond the limitations inherent in these tools, and achieve a broader understanding of training experiences, a methodological movement, called 'mixed' methodologies, has grown in the last twenty years (e.g. Thomson, Higgins, and Williams [<reflink idref="bib34" id="ref3">34</reflink>]). Given the complexity of the subject matter addressed by many studies in the field of teacher education, such methods may indeed possess a certain heuristic potential.</p> <p>Historically, quantitative research has been dominated by a positivist approach devoted to producing objective knowledge while controlling for potential sources of bias (Willig [<reflink idref="bib38" id="ref4">38</reflink>]). The goal of qualitative research, on the other hand, is to gather enough data to offer a comprehensive explanation (Moran, Matthews, and Kirby [<reflink idref="bib28" id="ref5">28</reflink>]). Mixed research methodologies address data gathering and processing from a new definition of academic research. However, these mixed methods have attracted a degree of criticism, with some scholars arguing that they seek to combine approaches that are epistemologically incompatible (Teddlie and Tashakorri [<reflink idref="bib33" id="ref6">33</reflink>]).</p> <p>Focusing on training experience, the main objective of this article is to scaffold a mixed methodology by an epistemological and theoretical reflection about the links between experience, language, and consciousness. Then, a study about preservice teachers' self-efficacy serves as an illustration. The epistemological, theoretical, and methodological reflection aims to go beyond some potential contradictions developing a comprehensive understanding of whether PTs experience training sessions. Grounded in an existing research program in culturalist anthropology (Chaliès and Bertone [<reflink idref="bib9" id="ref7">9</reflink>]; Escalié and Chaliès [<reflink idref="bib16" id="ref8">16</reflink>]), this process of reflection integrates elements of social psychology to build a transdisciplinary theoretical framework commensurate with psychological anthropology of teacher education. This process of theoretical construction is a continuation of Bruner's ([<reflink idref="bib5" id="ref9">5</reflink>]) theoretical focus on '<emph>the historical junctures where anthropology and psychology cross paths</emph>' (Bruner [<reflink idref="bib5" id="ref10">5</reflink>], 29), laying the foundations for psychological anthropology. Bruner argued that anthropology and psychology have become separate disciplines according to constraints of academic organisations, leading anthropology to focus primarily on the content of cultural meaning, while psychology concentrated on the individual and social processes at work in its production. However, it is only by reconciling these two fields of knowledge that we can hope to attain a truly comprehensive understanding of whether human subjectivity grows, especially in training situations.</p> <p>The purpose of this article is threefold. Conceptually, a theoretical framework for methodologies uniting two discrete research traditions, opening up the possibility of a more pragmatic approach to research is considered (Johnson and Onwuegbuzie [<reflink idref="bib21" id="ref11">21</reflink>]). As such, the focus is placed on the potential for complementarity between quantitative and qualitative methods, rather than insisting upon points of methodological divergence (Leech and Onwuegbuzie [<reflink idref="bib22" id="ref12">22</reflink>]). In methodological terms, our aim is to combine the data processing in order to document as precisely as possible a research topic that is as complex as it is scientifically and socially significant. This implies going beyond the juxtaposition of data derived from questionnaires and interviews (Farley-Ripple et al. [<reflink idref="bib17" id="ref13">17</reflink>]). Finally, considering that knowledge could contribute to transforming training practices to better meet the educational requirements of PTs, this theoretical construction aims to examine professional consequences.</p> <hd id="AN0164439902-3">Epistemological and theoretical considerations</hd> <p></p> <hd id="AN0164439902-4">Our theoretical starting point: a program of culturalist anthropological research</hd> <p>The culturalist anthropological basis of the present article was a research program devoted to studying the contribution of training experiences to the development of subjectivity among PTs (Chaliès [<reflink idref="bib10" id="ref14">10</reflink>]). This program drew heavily upon Wittgenstein's philosophy of language and its exegesis by contemporary philosophers (e.g. Cash [<reflink idref="bib7" id="ref15">7</reflink>]; Cavell [<reflink idref="bib8" id="ref16">8</reflink>]; Williams [<reflink idref="bib37" id="ref17">37</reflink>]). In this section, we first endeavour to demonstrate how the anthropological understanding of the development of subjectivity, related to Wittgenstein's philosophy may be of heuristic value to our study of PTs training experiences. Second, we show that this anthropological approach requires work towards better understanding human subjectivity on the basis of the reasons actors associate with their actions, rather than focusing on 'external' causes. Finally, we stress that Wittgenstein's anthropological thought implies a situated understanding of meaning, requiring access to the actual experience of actors.</p> <hd id="AN0164439902-5">Adopting an anthropological reading of the development of subjectivity in PTs</hd> <p>Throughout the different phases of his philosophical career, Wittgenstein was determined to examine subjective development without falling back on the old myths of exteriority and interiority (Cavell [<reflink idref="bib8" id="ref18">8</reflink>]). On the one hand, pushing back against behaviourist models of human comportment, Wittgenstein felt that intentionality could not be reduced to a causal, determinist explanation. On the other hand, Wittgenstein also rejected the reified view of the mind employed in cognitivist models (Susswein and Racine [<reflink idref="bib32" id="ref19">32</reflink>]). On the contrary, he insisted that mental concepts should be understood as socially and culturally situated. Using the term '<emph>eingebettet</emph>' to describe the way that psychological concepts are 'enveloped' in ordinary practices, Wittgenstein ([<reflink idref="bib42" id="ref20">42</reflink>]) adopts a more anthropological view emphasising the deep bond of reciprocity that unites nature and culture. In reference to these theoretical foundations, the aim of our culturalist anthropological program was to study the development of subjectivity through teacher education, highlighting the reciprocity between anthropological and cultural factors (Cavell [<reflink idref="bib8" id="ref21">8</reflink>]; Chaliès and Bertone [<reflink idref="bib9" id="ref22">9</reflink>]).</p> <p>This anthropological understanding of the development of subjectivity could be of heuristic value in training situations, particularly in the PTs education. This initial context of professionalisation provides an opportunity to observe experiences 'for what they really are,' namely activities in which instructors and PTs jointly produce meanings that are neither determined by individual psychological dispositions nor simply instances of observable behaviour. Such a position helps to maintain the idea of autonomous actors engaged in the production of meaning, while also caught up in the complexity of interactive situations.</p> <hd id="AN0164439902-6">Prioritising reason-focused explanations in our analysis of PTs training experiences</hd> <p>In Wittgenstein's anthropological philosophy, Man is '<emph>an animal suspended in webs of significance he himself has spun</emph>' (Geertz [<reflink idref="bib18" id="ref23">18</reflink>], 3), hence his anthropological preference, for focusing on the own reasons on which actors' actions are based, rather than causes which are imposed upon them to a certain extent (Davidson [<reflink idref="bib13" id="ref24">13</reflink>]). The actor's action grounded on personal reason is not an object which exists independently of whether he describes it: it is consubstantial with the action (Anscombe [<reflink idref="bib1" id="ref25">1</reflink>]). This position is informed by the philosophical conviction that there is a logical connection between intention (reason) and action (Cash [<reflink idref="bib7" id="ref26">7</reflink>]).</p> <p>In methodological terms, the possibility of knowing the reasons behind the actors' actions depends on the postulate that they are able to formulate a judgement on the decisions they made and actions they realised at any moment, and to explain and even justify such choices under interview conditions. The interview method, known as self-confrontation (Moussay et al. [<reflink idref="bib30" id="ref27">30</reflink>]) consists of confronting actors with audio or video recordings of their decisions and actions extracted from interactions, in the presence of the researcher. Thus, actors are invited to express the meaning their own recorded activities have for them. In reference to Vygotsky's conception of the development of subjectivity (Vygotsky [<reflink idref="bib36" id="ref28">36</reflink>]), the dialogue with the researcher leads the actor to redefine the meaning of the initial experience (Cartaut and Bertone [<reflink idref="bib6" id="ref29">6</reflink>]).</p> <p>Integrated into the study of the training experiences of PTs, this method enables to observe the reasons that PTs and their instructors invoke to signify their respective and concomitant actions in interactive situations. This appears to be consistent with the acquisitive purpose of the interactive dynamics studied since questioning the actors about the reasons for their actions allows us to study the 'rules' (Wittgenstein [<reflink idref="bib40" id="ref30">40</reflink>]) they had learned and applied at the moment in question.</p> <hd id="AN0164439902-7">A situated understanding of the meaning of PT training experiences</hd> <p>In his philosophy of language, Wittgenstein ([<reflink idref="bib41" id="ref31">41</reflink>], §132) adheres to a 'contextualist' understanding of meaning. The contextualist position holds that words have no absolute and definitive connection to the things they purport to name since our expressions only have meaning in the specific context in which they are used (Wittgenstein [<reflink idref="bib42" id="ref32">42</reflink>]). If the meaning of actions is also held to be contextual, then studying that meaning requires access to the actor's experiences. In this respect, the present program of research refers to the 'epistemology of experience' (Winch [<reflink idref="bib39" id="ref33">39</reflink>]) and shares similarities with other theoretical frameworks proposing a situated and enacted understanding of PTs learning experiences (e.g. Meeuwen van et al. [<reflink idref="bib27" id="ref34">27</reflink>])</p> <p>An experience can be defined as a flux during which subjects assign meaning to the situated action in which they are engaged. The concept of experience supplements this creation of meaning with a greater insistence on the comprehensive nature of the process (Dewey [<reflink idref="bib14" id="ref35">14</reflink>]). Thus, an experience is shown to be a network of interweaving elements that carry meaning for the subject and can be conceptualised with the help of 'multi-modal' approaches that allow us to grasp the sensorimotor, emotional, and intentional dimensions of lived experience (Dieuegard et al. [<reflink idref="bib15" id="ref36">15</reflink>]).</p> <hd id="AN0164439902-8">Towards a psychological anthropology: the contribution of social psychology</hd> <p>In this second section, the aim is to demonstrate how psychology, particularly social psychology, can heuristically enrich the analysis of PTs' training experiences, initially informed by research in culturalist anthropology. First, the links between experience, consciousness, and language are revisited to show that, based upon a critical exegesis of Wittgenstein's thought, it is possible to incorporate sensations into a definition of what constitutes an experience. Second, insofar as this extended definition requires to add certain caveats to Wittgenstein's clear distinction between explanation by causes and explanation by reasons, the ontological status of sensations is discussed in this way. Finally, the questionnaire as a tool regularly employed in social psychology is considered under its potential added-value with regard to self-confrontation interviews, allowing researchers to access the consciously understood but not spontaneously verbalised dimension of experience.</p> <hd id="AN0164439902-9">Towards an extensive definition of experience</hd> <p>In order to appreciate the contribution of social psychology, it seems relevant to address a criticism often levelled at so-called experiential approaches, namely that they reduce the complexity of living experience to that which is consciously observed and spontaneously verbalised by the actor. Indeed, prioritising the reasons the actors express as the principal method for analysing human behaviour implies we accept language (particularly verbal language) as the mean of expression of these reasons. However, actors can only express in ordinary language what is directly accessible to their consciousness. This raises the question of how we might access this component of conscious experience that is not spontaneously expressed by ordinary language, belonging instead to the realm of 'sensations.' (Wittgenstein [<reflink idref="bib41" id="ref37">41</reflink>], §212). These sensations are also known as 'perceptions' or 'judgements' in psychology referring to experiences that are felt ('the effect it produces', Hacker [<reflink idref="bib19" id="ref38">19</reflink>]). The theory of embodiment holds that the stabilisation of these contextual feelings over time leads to the formation of embodied habits, ways of acting and thinking which inform the way we see the world (McGann, De Jaegher, and Di Paolo [<reflink idref="bib26" id="ref39">26</reflink>]).</p> <p>Wittgenstein's understanding of experience offers a degree of flexibility which allows for an extensive definition of experience which encompasses sensations. In his view, many experiences remain below the threshold of consciousness, not because they are necessarily unconscious, but because sensations have a life of their own which does not depend upon conceptualised analysis. Thus, it is possible to argue that the phenomena of the mind (such as sensations) do not exclusively coincide with their direct (i.e. immediate and spontaneous) expression in ordinary language (Wittgenstein [<reflink idref="bib41" id="ref40">41</reflink>], §212).</p> <hd id="AN0164439902-10">An intermediate explanatory space between causes and reasons: rational causes</hd> <p>These epistemological considerations emphasise the Wittgenstein's distinction between explanation by causes and explanation by reasons, a distinction which is too radical since sensations do not appear to belong to either category. Indeed, sensations are not causes, strictly speaking, since they can be considered as constituent elements of an experience. By the same token, they cannot truly be called reasons since they stabilise throughout the long flow of more or less formal learning experiences (McGann, De Jaegher, and Di Paolo [<reflink idref="bib26" id="ref41">26</reflink>]). Consequently, an intermediate explanatory space represented by rational causes that lean on the epistemological position of Davidson ([<reflink idref="bib13" id="ref42">13</reflink>]) is needed for grasping these sensations.</p> <p>In Davidson's model, there are three ways of accounting for actions: (i) causes entirely imposed upon the actor which are not reasons, since they exist outside the sphere of rationality (explanation by causes, in Wittgenstein's model), (ii) reasons which are not causes (Wittgenstein's explanation by reasons), and (iii) reasons which are also causes: rational causes. As such, constructing an explanatory space informed by rational causes allows assigning a clear ontological status to sensations, accepting that they are aspects of experience that are both consciously felt and defined by a certain intensity (Wittgenstein [<reflink idref="bib41" id="ref43">41</reflink>], §63).</p> <hd id="AN0164439902-11">Measurement instruments as tools for accessing experience</hd> <p>Having access to PTs' training experiences through the lens of social psychology means being focused on human beings <emph>who 'are members of social collectives or occupy social positions, and as such on their behaviours, judgements, affects, and performances that are partly dependent upon those affiliations and positions</emph>.' (Beauvois, Dubois, and Doise [<reflink idref="bib4" id="ref44">4</reflink>], 311). From a theoretical and methodological perspective, these social-psychological judgements and affects have traditionally been measured using standardised tools in the form of questionnaires. Expanding upon Wittgenstein's reflections on public and private language (Wittgenstein [<reflink idref="bib40" id="ref45">40</reflink>]), questionnaires can be considered as relevant for collecting data relative to aspects of experience actors may have trouble spontaneously expressing in words but which they may acknowledge in themselves (to a greater or lesser extent). This manner of framing the function of questionnaires would appear to echo Wittgenstein's position: '<emph>are my words for sensations tied up with my natural expressions of sensation? In this case my language is not a "private" one. Someone else might understand it as well as I'</emph> (Wittgenstein [<reflink idref="bib40" id="ref46">40</reflink>], §148).</p> <p>Questionnaires are often designed to allow actors to rate the intensity of their perceptions using a scale (cf. the strength of expectations of personal efficacy, Bandura [<reflink idref="bib3" id="ref47">3</reflink>]), a testament to the explicative impact of this perception on their behaviour. This function is consistent with experiences which can be considered by Wittgenstein as 'sensations' defined by their intensity. As such, 'anthropologizing' the function of questionnaires would lead to building a more comprehensive approach for studying the PTs' training experiences. In this respect, questionnaires would be considered as both a source of additional meaning for actors and a tool measuring the strength of their perceptions which are consciously apparent but not spontaneously verbalised. In this regard, an example provided by the self-efficacy" concept may serve as an illustration. Based on our epistemological posture, 'self-efficacy perceptions' may be considered as a lived experience that can be spontaneously conscious and expressed in ordinary language, or not immediately expressed in ordinary language and defined by its intensity.</p> <hd id="AN0164439902-12">Methodological considerations: towards a singular, mixed methodology</hd> <p>This attempt to combine culturalist anthropology and social psychology requires a degree of conceptual and methodological vigilance. With a view to consolidating the foundations of a transdisciplinary program that leads to psychological anthropology of teacher education, our methodological reflection is focused on the pertinence of protocols incorporating two types of tools: self-confrontation interviews and questionnaires.</p> <p>On the one hand, with reference to certain theoretical options specific to the culturalist anthropology program, the interview guide used for the self-confrontation interviews aims to gather as much information as possible in order to identify the reasons the actors ascribe to their actions, and to formally establish <emph>a posteriori</emph> the rules they followed to define the meaning of these actions within the context of a specific training situation (Escalié and Chaliès [<reflink idref="bib16" id="ref48">16</reflink>]). More specifically, in this kind of interview, the researcher encourages the actors to describe the meaning attributed to their actions and the judgements associated with them. By asking for further details or pointing out apparent contradictions ('<emph>Could you tell me why do you consider your presentation is unclear?</emph>'; '<emph>I don't understand why you are questioning him, can you give me the reasons?</emph>'), the researcher prompts the actor to support any judgements they had made about the actions they had assigned meaning. Then, he asks them to specify the expected results regarding the observed actions ('<emph>What are you looking for when you ask that question</emph>?'). By convention, each rule is labelled on the basis of: (a) the object of the meaning attributed by the actor, (b) the set of circumstances mentioned by the actor to support this meaning, and (c) the results observed or expected. Each rule is thus formalised as follows: '<emph>The object of the attributed meaning</emph>' is valid for '<emph>the set of circumstances mentioned to support the meaning</emph>' which leads to '<emph>the set of results observed and/or expected</emph>'.</p> <p>On the other hand, questionnaires may be used in two different ways. When certain aspects of the experience are not spontaneously verbalised by the actor, but then crop up in the responses to the questionnaire, these may be used in combination with the self-confrontation interviews in order to document the experience of PTs in a specific training situation. In this case, after the self-confrontation interview, PTs may be asked to complete a questionnaire focusing on a dependent variable. For example, this questionnaire may focus on self-efficacy assessment with reference to a recorded educational interaction, exploring a dimension of the situation not spontaneously mentioned in the self-confrontation interview. At various sessions of the training experience, participants are invited to express their teaching self-efficacy using a Likert scale. According to an experimental protocol, the evolution of perceptions may be tracked over the course of the training experience. We can thus view the judgement expressed during the post-test as an actualisation of the flow of experiences that individuals undergo during the training process.</p> <p>Our methodological reflection on the possibility of integrating these two tools naturally leads us into the realm of experiment design and engineering. According to Creswell and Plano Clark ([<reflink idref="bib12" id="ref49">12</reflink>]), this combination of self-confrontation interviews and questionnaires could be informed by various existing models of mixed methods. For example, certain protocols could be designed using a 'sequential' approach, whereby the quantitative data collected in the pre-test and post-test questionnaires could be used to 'guide' a more targeted approach to data gathering in the self-confrontation exercise. A 'sequential' approach was recently selected for better accessing the explanations PTs advanced when expressing self-efficacy perceptions in a training program. The purpose was to examine whether the self-confrontation data would open up interpretative possibilities for statistical results. This illustration is presented in the next section.</p> <hd id="AN0164439902-13">Empirical illustration: PE-PTs' self-efficacy development through a cooperative program</hd> <p></p> <hd id="AN0164439902-14">Purpose of the study</hd> <p>The study (Legrain et al. [<reflink idref="bib23" id="ref50">23</reflink>]) used for illustrative purposes was aimed at examining the effects of a cooperative training design on self-efficacy perceptions and pedagogical content knowledge (PCK) acquisition of preservice teachers in physical education (PE-PTs). According to the social learning theory, self-efficacy refers to a person's belief about whether they can successfully do or succeed at some activity or task in a specific situation (Bandura [<reflink idref="bib3" id="ref51">3</reflink>]). Thus, self-efficacy is presented as an important predictor of PTs success in various educational settings (e.g. Tschannen-Moran and Woolfolk-Hoy [<reflink idref="bib35" id="ref52">35</reflink>]) influenced by four main sources: (a) mastery experiences, (b) verbal persuasion, (c) vicarious experiences, and (d) emotional arousal. Because PTs' self-efficacy relates to the beliefs they hold about their own perceived capability in undertaking certain teaching tasks (Bandura [<reflink idref="bib3" id="ref53">3</reflink>]), the purpose of this study was to compare two training designs for instruction (Direct Instruction (DI), Cooperative Learning (CL)) during an introduction to a new physical activity (French boxing) and to analyse their influence on the self-efficacy expectancies and knowledge acquisition of PTs.</p> <p>A Jigsaw configuration (Aronson and Patnoe [<reflink idref="bib2" id="ref54">2</reflink>]) was selected among CL instructional designs because it integrates a reciprocal peer-tutoring procedure considered as a relevant alternative to foster PTs' perceived capability to manage teaching tasks in a peer-tutoring environment. Indeed, the Jigsaw technique is one of the CL methods for dividing the classroom into small groups for helping students learn new skills before coming back to their original team to teach teammates. Among the sixty-nine PTs (46 males and 23 females; mean age = 21 years ± 1.5), 21 participants (14 males and 7 females); 28 participants (20 males and 8 females), and 20 participants (12 males and 8 females) were respectively assigned to one of the three following conditions (CL, CLS, and DI). In the cooperative learning (CL) condition, participants experiment with the Jigsaw design. In the structured cooperative learning (CLS) condition, the participants received additional information from the instructor related to his teaching intervention within the Jigsaw implementation. According to Johnson, Johnson, and Holubec ([<reflink idref="bib20" id="ref55">20</reflink>]), in CL and CLS conditions, the participants had the opportunity to experiment with social skills in small groups on the basis of a positive interdependence of goals and resources during the expert phase of Jigsaw. At this step, they also were provided with time to reflect on group process. Finally, they shared face to face interactions involving their individual accountability during the tutoring phase. In the Direct Instruction (DI), the participants performed the motor tasks in dyads under the instructor's guidance and personalised feedback.</p> <p>Although direct instruction is commonly used for instructing PTs in new physical practice with the implicit expectation of helping them to integrate these new physical activities for future teaching at school, we considered this theoretical-practice ambiguity. It was hypothesised that CL and CLS participants would benefit from personal and vicarious experiences for expressing higher teaching self-efficacy expectation and pedagogical knowledge in teaching compared with DI instruction participants. Further details are presented in the results section.</p> <p>Consistent with the conditions of the study, PTs' teaching self-efficacy was measured through eight items of the PETE questionnaire (Zach, Harari, and Harari [<reflink idref="bib43" id="ref56">43</reflink>]) explicitly dedicated to collecting data on self-efficacy judgements for: (a) demonstrating a movement, (b) presenting motor tasks verbally, (c) correcting novice behaviours, and (d) proving additional guidance. Participants were asked to express the highest level they would expect on the teaching skills using a 10-point scale ranging from 'I do not master', to 'I perfectly master'). The internal consistency (Cronbach's α =.84) was satisfactory. For pedagogical knowledge examined in the post-test, participants were tested through three questions relative to the precautions to be taken when: (a) demonstrating a movement, (b) presenting verbally a learning task, and (c) attracting beginners' attention on the criteria and regulating behavioural difficulties. The relevance and precision of participants' responses were analysed by two raters (experimented teachers) using a grid comprising a 10-point scale.</p> <hd id="AN0164439902-15">Results</hd> <p>With respect to the homogeneity of the population at the pre-test on both self-efficacy and knowledge for practicing, RM-Manova on pre-service teacher self-efficacy revealed a significant difference in participants' scores for the three groups from the pre-test to the post-test (<emph>p</emph> <.001). Nevertheless, no training condition X time interaction was observed (<emph>p</emph> =.29). On knowledge for practice, a significant training condition X time interaction was found, <emph>F</emph>(<reflink idref="bib2" id="ref57">2</reflink>, 66) = 8.09, <emph>p</emph> <.001, <emph>d</emph> =.20 stressing that CLS and CL participants' scores improved from pre-test to post-test, more than DI participants' score. Furthermore, without differences between CL and CLS conditions, the results of Anovas indicated that DI participants were less competent in demonstrating a movement, <emph>F</emph>(<reflink idref="bib2" id="ref58">2</reflink>, 66) = 5.12, <emph>p</emph> <.01, <emph>d</emph> =.13, and presenting a task verbally, <emph>F</emph>(<reflink idref="bib2" id="ref59">2</reflink>, 66) = 7.61, <emph>p</emph> <.001, <emph>d</emph> =.19 than CL and CLS participants. Nevertheless, no significant correlation was observed between pedagogical knowledge and teaching self-efficacy scores (<emph>r</emph> =.03, <emph>p</emph> =.80).</p> <p>According to the statistical results concerning the relation between teaching self-efficacy and PCK acquisition, potential explications need to be provided in reference to self-efficacy theory (Bandura [<reflink idref="bib3" id="ref60">3</reflink>]). Indeed, these quantitative results confirmed that an increase in PCK may occur without being significantly linked to an increase in self-efficacy judgements. Nonetheless, stopping the analysis at this stage of the data processing procedure would leave us struggling to draw conclusions without a comprehensive version of the reasons likely to explain the absence of significant differences between the two conditions of self-efficacy judgements. Explanations are advanced in light of qualitative analysis, based on extracts of interactions taken from training situations and data from self-confrontation interviews, which is presented here alongside the statistical results. The aim of this analysis is to better comprehend how self-efficacy judgements are formed with regard to the teaching of this new physical activity, in an approach that combines guided practical experience with teaching experience (Mordal-Moen and Green [<reflink idref="bib29" id="ref61">29</reflink>]).</p> <p>Self-confrontation interviews were conducted with two participants randomly selected only in the CL condition. One participant was self-confronted to video footage while endorsing a tutor role for teaching a technique to the group. The second participant was self-confronted to video sequence while acting as a tutee, receiving the teaching from a classmate. The self-confrontation interviews were conducted using the procedure generally applied in our culturalist anthropology research program to formally establish a posteriori the rules applied by each participant to determine the meaning of the action within the context of the training situation in question (Escalié and Chaliès [<reflink idref="bib16" id="ref62">16</reflink>]). The training episodes we studied include both exercises supervised by an instructor and teaching simulation exercises among peers, embedded in the <emph>Jigsaw</emph> procedure. Informed by self-efficacy theory (Bandura [<reflink idref="bib3" id="ref63">3</reflink>]), this qualitative analysis allows us to formulate hypotheses to explain the statistical results obtained regarding perceptions of self-efficacy in teaching and PCK acquisition.</p> <p>The first episode focuses on the teaching techniques modelled by the instructor in a workshop focusing on the teaching a French boxing technique: the hook (Extract).</p> <p>Extract (Training session)</p> <p>F: So now I'm going to be the target and J. <emph>(a PE-PT)</emph> will be the boxer. I'm going to show her a target like this. (<emph>F. holds up a target at head height)</emph>. And J. is going to hit it with a circular motion, not a direct jab <emph>(F. throws a jab)</emph> but more of a hook <emph>(F. throws a hook). (To J.)</emph> Give that a go.</p> <p>J. throws a hook at the target held up by F.</p> <p>F: That's it. Look closely at the front foot: she turns it slightly to open up the shoulder <emph>(F. demonstrates another hook)</emph>.</p> <p>J. throws another hook at the target held up by F.</p> <p>F: That's it.</p> <p>When M., a PE-PT participant in this workshop, was self-confronted with this extract, he described the teaching activity performed by the instructor and reported reusing this technique in an identical fashion in his own intervention strategy when teaching the technique to his peers.</p> <p>Extract (EAC student M.)</p> <p>CH: So what is P doing here? <emph>(F.)</emph></p> <p>M: Well, he's explaining the hook.</p> <p>CH: OK. And how is he going about it?</p> <p>M: He's demonstrating a lot. He demonstrates the movement once. But then after that he goes into a defensive position so J. can practice the hook on him.</p> <p>CH: And what information did you take away from this?</p> <p>M: Well, the position he's adopting as the teacher. And maybe it's easier when you're in the defensive position to see if the student is doing the technique right or not. Afterwards, I did the same thing when it was my turn. For the demonstration, I went into the defensive position and explained it.</p> <p>At this moment in the self-confrontation interview, M. ascribes meaning to the instructor's activity as follows: '<emph>Explaining the hook technique</emph>' is valid for '<emph>demonstrating the movement</emph>' and '<emph>assuming the defensive position so the PE-PT can practice the technique</emph>,' which leads to '<emph>checking that the technique has been executed correctly</emph>'. The fact that M. also applied this rule during the reciprocal peer tutoring phase demonstrates the formative influence of the instructor's action on the teaching methods used by the PT. While this instruction allowed M. to acquire new PCK, the PE-PT remains 'under the instructor's intentional sway', all the more so since the latter did not really explain his intervention strategy to the PE-PTs. Thus, M. imitates the instructor's strategy without relation to any particular professional intention, limiting the impact of the instructive action on his self-efficacy perceptions regarding his own teaching skills.</p> <p>The second episode corresponds to the phase when the PE-PTs performed the exercise in order to gain expertise in the 'hook' technique. After several attempts, the trainer intervened to provide further information to the participant of the group. This regulating exchange between F. and M. was an opportunity to focus on the position of M.'s foot at the point of executing the punch.</p> <p>Extract (Training session)</p> <p>F: Your foot shouldn't be there <emph>(F. shows M. where his foot is placed when executing the movement)</emph>. Otherwise you won't be able to pivot. It needs to be there so you can feel that rotating movement <emph>(F. demonstrates the movement)</emph>. Try it in slow motion.</p> <p>M. duly tries the movement in slow motion.</p> <p>F: That's it.</p> <p>M. gets back into position and attempts the movement at normal speed.</p> <p>F: That's it, keep your distance from the target, and don't step back.</p> <p>When M. was self-confronted with this extract, he explained that the new information provided by the instructor was not related to the aspect of the movement on which learners had mainly concentrated their attention. For insisting on the extension of the arm required to correctly execute this punch, the instructor '<emph>talks about the whole chain</emph>' of movements. He emphasises the irrelevant positioning of M's foot, which was preventing his hip from pivoting inwards and bringing the arm around in a circular motion. The fact that F. highlighted the '<emph>source of the problem'</emph> in this manner allowed M. to gain a better understanding of the determinant factors in the chain of execution, acquiring a fundamental PCK required to master and teach the hook technique. However, since the positive reinforcement provided by the instructor ('<emph>that's it</emph>') referred to the acquisition of motor skills and not teaching skills, it would not be considered as a surplus of verbal persuasion to boost the PT's general teaching self-efficacy.</p> <p>Extract (Self-confrontation interview - student M.)</p> <p>CH: What does P. <emph>(F.)</emph> say to you here?</p> <p>M: He tells me that my movement doesn't have any direction... my shoulders don't move at all. Then he moves onto the leg. He tells me my leg is a bit too central, which is preventing me from pivoting.</p> <p>CH: And what he tells you, in relation to what you were talking about with J. <emph>(his classmate)</emph>, is it similar?</p> <p>M: P. gets to the source of the problem. He talks about the whole chain, whereas with J. we were just focused on the arm. So after that, I understand it better.</p> <p>The subsequent episode corresponds to the phase of the <emph>Jigsaw</emph> process in which M. endorsed the tutor-expert role in order to teach this technique to the teammates. At the outset of his explanation of the fist technique, he makes it clear that the front leg must be positioned '<emph>a bit off to the side'</emph> in order to facilitate the pivoting movement of the torso and then the arm.</p> <p>Extract (Training session)</p> <p>M: Right, I'm going to explain the hook to you now. It's a bit technical this one, because during the punch you're going to move your legs. So put one leg forward. <emph>(Addressing another student in the group, H.) </emph>You hold the target please. Put your guard up.</p> <p>H. puts on his gloves.</p> <p>M: Now H. has his guard up. The idea is for my leg to be a bit on the side, because if it's too far to the front <emph>(M. adopts a position with his front leg directly in front of his body)</emph>, it's not going to work. So my front leg is a bit off to the side, with the heel of my back foot on the ground, with my weight slightly on the back foot, OK? Now I'm going to pivot on my leg and make a sideways movement with the arm to hit the target.</p> <p>When M. was self-confronted with this extract, he first confirmed that, in order to teach the hook technique to peers, he '<emph>reproduced'</emph> the pedagogical strategy the instructor used through '<emph>demonstrations</emph>' and '<emph>explanations</emph>' during the initial teaching interaction.</p> <p>Extract (Self-confrontation interview - Student M.)</p> <p>CH: What do you do to convey the information to the group?</p> <p>F: A demonstration.</p> <p>CH: Demonstration.</p> <p>F: Demonstration and explanation at the same time.</p> <p>CH: And that's something you did deliberately?</p> <p>F: Actually, I did the same thing the trainer did when he showed us the movement. So he explained, and then he demonstrated. When you're learning a new activity and an expert shows you something, you reproduce what they do.</p> <p>During the self-confrontation interview, M. recalled his intention to insist on the <emph>'mistakes'</emph> he made himself when he was confronted to the technique acquisition. He explained that these mistakes '<emph>corrected'</emph> thanks to the advice of the instructor mainly influenced how he warned the classmates '<emph>several times'</emph> not to '<emph>place their front leg too far to the front'</emph> because he felt that the success of the movement depended on this factor.</p> <p>Extract (Self-confrontation interview - Student M.)</p> <p>M: So here I'm explaining the hook technique. So I'm insisting a lot on the mistakes we made when we were practicing it, and which the trainer corrected, especially having the front leg front and center.</p> <p>CH: OK.</p> <p>M: I mention that several times because that's what makes the movement. If the leg isn't positioned correctly, the movement won't be right.</p> <p>CH: And what makes you insist on that point?</p> <p>M: Because in my group we all made the same mistake. And then the trainer corrected us and it changed everything.</p> <p>At this moment of the self-confrontation interview, the PE-PT was following the rule: '<emph>Explaining the hook technique</emph>' is valid for '<emph>insisting heavily on one's own mistakes in executing the movement during the phase of expertise construction,'</emph> which leads to '<emph>facilitating the acquisition of the movement by one's classmates</emph>'. This rule demonstrates that the PCK the novice teacher acquired during this phase subsequently became a decisive factor structuring the manner in which he taught the technique to peers.</p> <p>The qualitative analysis of data may be relevantly used to better understand why CL participants display a greater level of PCK, but no significant difference in self-efficacy improvement in comparison with DI participants. With reference to the self-efficacy theory, we might suggest that the instructor's guidance used during the phase of expertise construction is conducive to a form of PCK acquisition more liable to boost self-efficacy as a practitioner, rather than as a teacher.</p> <p>On the one hand, this regulating information focuses on motor skills, and not on teaching skills. It can be advanced that the explanations and feedback contributed only to foster the PE-PT experience in mastering the technique as a practitioner. However, the feeling of being capable of correctly performing a movement does not necessarily entail the feeling of being able to teach the technique to peers, especially when the physical activity is new. On the other hand, the level of precision of regulating information provided by the instructor was potentially too far above the level of PE-PTs' existing skills to greatly boost their sense of self-efficacy. Thus, we may consider that the dissymmetry in skill levels between the instructor and the PE-PTs established a relationship of dependency of the latter upon the former. When M. recognised that he sought to 'reproduce' the instructor's modelled technique when teaching peers testify to the difficulty in fully appropriating these actions in pedagogical terms, hindering the development of teaching self-efficacy.</p> <p>The qualitative data analysis has guided several modifications in operating the <emph>Jigsaw</emph> design for the training of PE-PTs in the interest of reinforcing their teaching self-efficacy. In particular, M.'s enthusiastic response to '<emph>watch [ing] [the activity] back on the video</emph>', giving the opportunity to '<emph>really see the effects'</emph> of his teaching efforts needed to be taken into account.</p> <p>Extract (Self-confrontation interview - Student M.)</p> <p>CH: So the fact of being in that situation, and learning a technique then teaching it to your peers, does that help? Do you feel that it makes you more competent, in terms of becoming a teacher?</p> <p>F: Actually I think it's more the fact of watching it back on the video... I mean, it's an opportunity to see myself on film and the effect is different. Watching myself back, I can really see the effects of what I'm saying and what I'm demonstrating for the others.</p> <p>CH: So video is a good tool because you get to see yourself in a teaching situation, is that it?</p> <p>F: Yes. And you also see stuff that you don't notice at the time, especially when you're really focused on "OK I have to get the essential information across, I mustn't get it wrong," bearing in mind that we're not experts on this subject.</p> <p>In this extract, M. suggests that the opportunity for PE-PTs to objectivise <emph>a posteriori</emph> their capacity to transform learners' behaviour provides an important boost to their sense of self-efficacy in terms of teaching skills.</p> <hd id="AN0164439902-16">General discussion</hd> <p>This article aimed to introduce the theoretical and methodological background of an original transdisciplinary framework grounded in a psychological anthropology perspective. In the context of teacher education, this approach implies taking into account both the input of the theoretical determinants of teaching behaviours and the role played by the actors' lived experiences. Consolidating the foundations of a teacher education program informed by psychological anthropology required to experiment with research protocols not only combining self-declared and self-confrontation in purely 'sequential' terms but also mobilising 'embedded' approaches (Creswell and Plano Clark [<reflink idref="bib12" id="ref64">12</reflink>]). The postulate that training experiences may be documented not only in teachers' spontaneously verbalised dimension, but also in their potentially conscious dimension makes it necessary to implement data gathering protocols whereby questionnaires and self-confrontation interviews might be used to document the same experience of meaning. This new orientation for a mixed methodology suggests to consider to what extent simply updating the existing guide used to conduct self-confrontation interviews is sufficient, representing as it does an attempt to document in ordinary language a set of experiences that belong in the category of sensations. In such cases, the first level of judgement formulated by an actor in a self-confrontation situation might be followed by a request for further information through a questionnaire focusing on the perceptions being studied.</p> <p>The added value provided by the combination of self-reported quantitative data with qualitative data gleaned from self-confrontation interviews is illustrated by the results of the study presented herein. The results confirmed that unexpected statistical results may be better interpreted in light of qualitative data. In addition to their interpretative value, qualitative data also have a certain transformative power, providing potential solutions for optimising the implementation of PTs training strategies.</p> <p>The study presented here was focused on the training conditions required to reinforce the PE-PTs' self-efficacy perceptions when teaching a new physical activity. One of these conditions could be to help the PE-PTs improve the self-efficacy of their own motor experiences so that it 'nurtures' their self-efficacy when it comes to teaching. Theoretically speaking, considering that experiences encountered as a learner can feed into experiences encountered as a teacher evokes the influence of a process defines as an 'experiential sub-stratification' (Chaliès [<reflink idref="bib10" id="ref65">10</reflink>]). Indeed, the purported advantage of <emph>Jigsaw</emph> method was connected to the process in which PE-PTs experiment with content knowledge alternatively in a learning and teaching position. Nevertheless, since the hypothesis that cooperative training conditions may have an impact on perceptions of self-efficacy could not be confirmed, we decided to analyse the qualitative data in more detail, with the dual objective of better understanding the results and planning potential changes in the training design. Several interpretative tracks can be advanced. Because the personal experiences in teaching did not provide authentic testimony about professional competencies, they were not perceived by PT as successful enough to help greatly in shaping beliefs about self-efficacy and creating positive expectations about future teaching performances. On this main point, the qualitative data emphasise that the scaffolding activity provided by the instructor within cooperative groups did not specifically refer to teaching competencies but rather to motor capabilities and knowledge of demonstrating sports techniques. Consequently, this scaffolding activity could potentially have an impact on PTs' self-efficacy for practicing rather than on self-efficacy for teaching.</p> <p>Furthermore, although the guidance provided by the expert in explaining and demonstrating the techniques could help PTs master prerequisite conditions for teaching teammates, it did not nurture the expected vicarious experiences. This could be explained by the dissymmetrical position in which the PT was placed with respect to instructional competencies. The participants in the cooperative training condition may specifically have felt in a weaker position regarding their own instructional competencies when compared with those of the instructor. Consequently, this would not lead to sustaining the sub-stratification process. Moreover, it can be advanced that this weaker position may have generated more psychological and affective responses in some participants as states of anxiety and stress in a situation that clearly highlighted their novice status, rather than the optimism and positive feelings. These self-efficacy beliefs are generally considered as determinants for coping with a complex instructional task. Finally, given the form of social encouragement, the verbal persuasion, provided by the instructor was mainly oriented through motor skill acquisition. As they were not really different from a direct instruction condition, the verbal messages were insufficiently directed at PTs' needs for instruction to help them increase their efforts through teaching practice conceptualisation and aspire to additional successes in teaching. Considering teaching self-efficacy, it would have been interesting to plan the PE-PTs' instruction on a longer training session. Further research is needed to examine whether PE-PTs' teaching self-efficacy would increase under a long period of instruction.</p> <p>Building on the work of Martins, Costa, and Onofre ([<reflink idref="bib25" id="ref66">25</reflink>]), this mixed methodology combining self-declared data and data from interviews thus provides opens up new avenues for transforming the training design schemes which underpin the process, setting out several steps for the implementation of CL configurations. During the Jigsaw procedure, the acquisition by the PE-PTs of knowledge enabling them to provide their peers with precise information on potential sources of error in the execution of motor techniques represents a first step towards strengthening their perceptions of efficacy when it comes to verbally explaining and physically demonstrating such tasks (Mordal-Moen and Green [<reflink idref="bib29" id="ref67">29</reflink>]). The second stage in the teaching process, following on from cooperative learning among peers, also contributes to the development of those personal and vicarious experiences upon which teaching self-efficacy is grounded (Bandura [<reflink idref="bib3" id="ref68">3</reflink>]). Furthermore, the self-confrontation data suggest that it would be germane to add further steps to the training method. One such step could consist in analysing video recordings of the peer-to-peer teaching exercise, allowing the PE-PTs to 'retrospectively authenticate' (Chauviré [<reflink idref="bib11" id="ref69">11</reflink>]) the results expected of their teaching activities, and thus significantly enhancing the judgement of their own self-efficacy at teaching.</p> <p>Using a measurement scale to assess self-efficacy perceptions yielded a necessarily imperfect picture of the variety of reasons which actors might formulate to identify the precise origins of these perceptions. Similarly, the degree of precision with which actors are capable of identifying such origins within an interview setting was liable to vary. 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" Teacher Efficacy: Capturing an Elusive Construct." Teaching and Teacher Education 17 (7): 783 – 805. doi: 10.1016/S0742-051X(01)00036-1.</bibtext> </blist> <blist> <bibtext> Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge : Harvard University Press.</bibtext> </blist> <blist> <bibtext> Williams, M. 1999. Wittgenstein Mind and Meaning: Toward a Social Conception of Mind. London : Routledge.</bibtext> </blist> <blist> <bibtext> Willig, C. 2008. Introducing Qualitative Research in Psychology: Adventures in Theory and Method. New York : McGraw-Hill.</bibtext> </blist> <blist> <bibtext> Winch, P. 1990. The Idea of a Social Science and Its Relation to Philosophy. London : Routledge.</bibtext> </blist> <blist> <bibtext> Wittgenstein, L., Anscombe, G. E. M., and G. H. Von Wright. 1953. Philosophical Investigations. Oxford : Blackwell.</bibtext> </blist> <blist> <bibtext> Wittgenstein, L., Anscombe, G. E. M., and G. H. Von Wright. 1980. Remarks on Philosophy of Psychology. Oxford : Blackwell.</bibtext> </blist> <blist> <bibtext> Wittgenstein, L., Nyman, H., and G. H. Von Wright. 1982. Last Writings on the Philosophy of Psychology. The Inner and the Outer. Oxford : Blackwell.</bibtext> </blist> <blist> <bibtext> Zach, S., Harari, I., and Harari, N. 2012. "Changes in teaching efficacy of pre-service teachers in physical education.„ Physical Education and Sport Pedagogy 17 (5): 447 – 462. doi: 10.1080/17408989.2011.582491</bibtext> </blist> </ref> <aug> <p>By Guillaume Escalié; Jérémy Lesellier; Julie K/Bidy and Pascal Legrain</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Guillaume Escalié As a full professor at the University of Bordeaux (France), Guillaume Escalié focuses his research on tutoring interactions in education and sports training contexts. He is a member of the association for Teacher education in Europe (ATEE).</p> <p>Jérémy Lesellier As a doctoral candidate in the doctoral school SP2 (Society, Politics, Santé Public health) of the University of Bordeaux, Jérémy Lesellier conducts its research on coaching education in football. He works under the supervision of Pascal Legrain and Guillaume Escalié (Directors of research).</p> <p>Julie K/Bidy As a doctor, Julie K/Bidy defended her PhD in 2021 under the supervision of Guillaume Escalié. She worked on the professional development of expert coaches in badminton.</p> <p>Pascal Legrain As a full professor at the University of Bordeaux (France), Pascal Legrain conducts his research on the motor, social and motivational benefits of peer-tutoring and cooperative learning configurations in the physical education and sports settings. He is a member of the International Association for Physical Education in Higher Education (AIESEP).</p> </aug> <nolink nlid="nl1" bibid="bib31" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib24" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib34" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib38" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib28" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib33" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib21" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib22" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib17" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib37" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib32" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib42" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib18" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib13" firstref="ref24"></nolink> <nolink nlid="nl17" bibid="bib30" firstref="ref27"></nolink> <nolink nlid="nl18" bibid="bib36" firstref="ref28"></nolink> <nolink nlid="nl19" bibid="bib40" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib41" firstref="ref31"></nolink> <nolink nlid="nl21" bibid="bib39" firstref="ref33"></nolink> <nolink nlid="nl22" bibid="bib27" firstref="ref34"></nolink> <nolink nlid="nl23" bibid="bib14" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib15" firstref="ref36"></nolink> <nolink nlid="nl25" bibid="bib19" firstref="ref38"></nolink> <nolink nlid="nl26" bibid="bib26" firstref="ref39"></nolink> <nolink nlid="nl27" bibid="bib12" firstref="ref49"></nolink> <nolink nlid="nl28" bibid="bib23" firstref="ref50"></nolink> <nolink nlid="nl29" bibid="bib35" firstref="ref52"></nolink> <nolink nlid="nl30" bibid="bib20" firstref="ref55"></nolink> <nolink nlid="nl31" bibid="bib43" firstref="ref56"></nolink> <nolink nlid="nl32" bibid="bib29" firstref="ref61"></nolink> <nolink nlid="nl33" bibid="bib25" firstref="ref66"></nolink> <nolink nlid="nl34" bibid="bib11" firstref="ref69"></nolink>
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  Label: Title
  Group: Ti
  Data: Towards a Psychological Anthropology in Teacher Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Escalié%2C+Guillaume%22">Escalié, Guillaume</searchLink><br /><searchLink fieldCode="AR" term="%22Lesellier%2C+Jérémy%22">Lesellier, Jérémy</searchLink><br /><searchLink fieldCode="AR" term="%22K%2FBidy%2C+Julie%22">K/Bidy, Julie</searchLink><br /><searchLink fieldCode="AR" term="%22Legrain%2C+Pascal%22">Legrain, Pascal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6769-1502">0000-0001-6769-1502</externalLink>)
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Teacher+Education%22"><i>European Journal of Teacher Education</i></searchLink>. 2023 46(3):354-371.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Anthropology%22">Anthropology</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Psychology%22">Social Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Training%22">Research Training</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Data: 10.1080/02619768.2021.1941859
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  Label: ISSN
  Group: ISSN
  Data: 0261-9768<br />1469-5928
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article aims to draw the outlines of a psychological anthropology programme in teacher education based on Wittgenstein's philosophical approach to relationships between experience, consciousness and language. Conceptually, the challenge is to support the idea that a professional experience may be documented not only through the deliberate reasons pre-service teachers spontaneously link to actions, but also through sensations that are less verbally accessible, also named 'perceptions' in social psychology. An empirical illustration is used to show a potential reconciliation between a research program in cultural anthropology and the social psychology bases of teaching competency acquisition. From a methodological standpoint, we examine whether an analysis linking self-confrontation interviews and questionnaires provides an original insight into pre-service teachers' training experiences. This path inserted into a transdisciplinary program provides alternatives to reconsider a cooperative training program implemented to foster the self-efficacy of pre-service teachers in physical education.
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  Label: Entry Date
  Group: Date
  Data: 2023
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  Label: Accession Number
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  Data: EJ1390218
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        Value: 10.1080/02619768.2021.1941859
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      – Text: English
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        PageCount: 18
        StartPage: 354
    Subjects:
      – SubjectFull: Anthropology
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Educational Philosophy
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