The use of digital technology in school placement

Introduction
The activity of Physical Education Teachers in Training (PETT) during teaching is crossed by intense emotions (Ria & Durand, 2013). The traditional post-lesson interviews seem to be questioned by the francophone literature (Bertone, Chaliès & Clot, 2009). It would seem that the supervisor supports the PETT emotionally, masks his criticisms, protects him, and overlooks his difficulties and mistakes.

Methods
During a longitudinal qualitative study with five PETTs (with a contract as PE teachers in a secondary school), transcribed language material from 24 self-confrontation interviews (SCI) was collected.
The professional development of PETTs is treated here from the perspective of the clinical activity (Clot, 1999). The developmental process has its origin in the actor's capacity to be affected by a situation (in this case, the fact of seeing oneself on a screen during teaching) and generates intrapsychic conflicts especially regarding the impeded activity (what the actor was unable to achieve).

Results and discussion
The language material shows that the PETT, confronted with the trace of his activity and the presence of the researcher, is in a favourable position to develop his teaching activity. The interactions during the SCI fulfil their function of "realisation": the expressions I realise when I see this or I hadn't thought about it appear as indicators of the potential development of the actors' activity.
The added value of this type of interview is that it takes into account the subjective data of the PETTs' activity. The fact of being confronted with their own image as a PETT in activity allows the actors to explore new possibilities of action and to put into words new operations. Participants become aware of their activity by reliving it, while transforming it (Descoeudres, 2019). The protocols of this research led to the resolution of professional problems, with an emphasis on possible outcomes and alternatives.

Conclusion
To conclude, we can say that despite the psychological cost of the self-confrontation interview, we propose the potential use of these SCI for teacher education, in order to contribute to promote the development of PETTs' activity.

References
Bertone, S., Chaliès, S. & Clot, Y. (2009). Contribution d’une théorie de l’action à la conceptualisation et à l’évaluation des pratiques réflexives dans les dispositifs de formation initiale des enseignants. Le Travail Humain, 72/2, 104-125.
Clot, Y. (1999). La fonction psychologique du travail. Paris : PUF.
Descoeudres, M. (2019). Le développement de l’activité des enseignants novices en éducation physique et sportive à l’épreuve de situations émotionnellement marquantes (Thèse de doctorat inédite). Université de Lausanne.
Ria, L. & Durand, M. (2013), Les préoccupations et la tonalité émotionnelle des enseignants débutants lors de leurs premières expériences en classe. Les Dossiers des Sciences de l’Education, 5, 111-123.