Promoting student engagement in physical education learning activities: Teachers’ intervention modalities and dispositions to act
This research aimed to analyze the intervention modalities and the dispositions to act of two physical education expert teachers to promote student engagement with learning activities. Following a situated approach we: (a) filmed teachers, facing struggling middle school students and high school students, during the first physical education unit of the year; (b) conducted self-confrontation interviews after each lesson. While Sophie used metaphors, Pierre made different uses of time to promote student engagement. These intervention modalities can be understood by teachers’ contrasting dispositions to act, which allow to include past experiences in the analysis of their activity.