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Altet, M. (2004). The Integration of Knowledge in Education Science Teacher Expertise: Representations and Reports to the Professional Knowledge of Teachers. In C. Lessard, M. Altet, L. Paquay, & P. Perrenoud (Eds.), Between Common Sense and Human Sciences, What Knowledge to Teach? Brussels: De Boeck.

has been cited by the following article:

• TITLE: Clinical Didactic Analysis of the Practices Declared in Soccer and Identification of a “déjà-là” Decisional of Two Beginner’s Teachers

  AUTHORS: Maher Guerchi, Hanene Lengliz, Mohamed Ali Hammami, Denis Loizon, Marie-France Carnus

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

  JOURNAL NAME: Creative Education, Vol.6 No.11, June 26, 2015

  ABSTRACT: 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.