摘要：The aim of this study is to investigate the effect of expertise on didactic functionality of the teaching gesture of two teachers with different expertise and similar experience. The audio-visual method was used with interviews. Our results showed that the teaching gestures in the teaching of shot put depend on the teacher’s expertise (chi-square = 18.25 2; p = 0.01). Indeed, the expert teacher uses more representational gestures in comparison with the polyvalent that uses the manipulations in favour of other actions. Regarding learning structures used (chi-2 = 22.56; p = 0.001), both teachers define first, then they regulate, then they evolve and finally they institutionalize. Moreover, the mobilized didactic technique by both teachers is topogenesis (chi-square = 31.82 2; p = 0.001). In conclusion, the teaching gestures in the teaching of shot put depend on the teacher’s expertise. However, more work experience widens; the differences are related to the expertise decrease.
关键词：Teacher GesturesExpertiseDidactic FunctionalityShot Put
