Pragmatic and dispositional approaches of the relation to scientific knowledge of physical education teachers
Within a pragmatic approach, we study the scientific knowledge considered useful by a specific category of physical education teachers : the former students from the “École normale supérieure de Cachan”. Based on auto-administered questionnaires, the contents and the modalities of the knowledge, the modes of acquisition and the functions for intervention are identified. The results are compared with those obtained by Terral & Collinet (2007) on a standard sample in order to discuss the possible impact of original socialization experiences. Finally, the teachers questioned prefer the technological knowledge over the scientific knowledge and are caught between dispositions towards application and contextualism.