In the canton of Geneva (Switzerland), the physical education teacher education (PETE) program places emphasis on didactics. Pre-service teachers, while developing their planning and reflective practice skills, are asked to use the Joint Action in Didactics (JAD) (Ligozat 2011; Sensevy, Gruson & Forest 2015) as an analytical tool. Thus, teacher educators and cooperative teachers in this PETE program have to have or acquire good knowledge of this theoretical framework and more generally of didactics and epistemology of PE. Three cooperating teachers and two teacher educators are engaged since last year with researchers in the Swiss part of an international Participatory Action Research (PAR) – namely PreParE-EPS – aiming to (a) develop a profile of cooperating teachers’ needs for training in six PETE programs (Canada, i.e. Ontario and Quebec; France; Belgium; Switzerland, i.e. canton of Geneva; and USA); and (b) co-design, co-experiment and co-assess a cooperating teacher training program adapted to their specific needs. Based on the results of an online international survey and PAR methods (Chevalier & Buckles 2013) to determine the needs for training of the participants in Geneva, the researchers designed training activities for a total duration of five half-days. One of these training activities, which took place on the fourth half-day, consisted in analyzing audio excerpts of supervision interviews conducted by one of the cooperating teachers with two different pre-service teachers. The participants, including a researcher, were asked to use alternatively the three analytical categories of the JAD (Mesogenesis, Topogenesis and Chronogenesis) to analyze what was at stake and how this was being dealt during the supervision interview. The aim of this paper is to produce knowledge about the mutual process of recognition and transaction where cooperating teachers, teacher educators and researchers contribute with their respective perspectives, in a case when they are provided with a theoretical framework (JAD), which teacher educators and researchers master better than cooperating teachers. The methodology consists in categorizing, by means of a typology in progress (Boutet et al. 2015; Boutet et al. 2016), the types of identity and knowledge that the participants bring into the recognition and transactional processes. Preliminary results point to the complementarity of different perspectives for the co-construction of knowledge about pedagogical supervision.

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