The knowledge activation process in beginning teachers, at the crossroads of contextual, experiential, cultural and institutional influences
This article examines the knowledge-in-action of a beginning physical education teacher by analyzing his actual practices in the classroom and his discourse as collected during interviews. The methodology adopted falls under a comparative and anthropological approach to didactics, enriched by elements from a clinical approach to activity. The results reveal knowledge activation processes connected to the identification of the different registers of knowledge mobilized, and to the contextual, experiential, institutional and cultural influences that explain these registers. Moreover, the teacher’s unique reconfiguration of knowledge in context raises questions about how the teacher appropriates and navigates between different registers of knowledge.