Our research focuses on the activity and tensions experienced by the actors in the context of initial teacher training. In France, as in Europe, The initial integrative work-linked teacher training involves a partnership between university and school (Haymore Sandholtz, 2002) in order to closely associate lived experience, theoretical training, reflexivity and research (Coffey, 2010; Perrenoud and al., 2008; Vanhulle, 2013). The underlying processes of professional development emphasise the reflective analysis of actual practices equipped by various types of knowledge (Balslev, Tominska and Vanhulle, 2011; Périsset, 2017), by semiotic mediations (Hofstetter and Schneuwly, 2009) and by collective professional reflection (Glazer, Abbott and Harris, 2004).  However, these training modalities can generate various tensions among both trainers and trainees linked to the continuity/discontinuity between classroom and training activities, the need for reflective practice versus the effectiveness of classroom teaching, the deployment of tried and tested practices that are reassuring versus creative, potentially a source of discomfort, etc.

The results of international research show that the knowledge acquired during training (initial or in-service) influences the teaching strategies adopted by teachers and the quality of their teaching, which in turn impacts on pupils outcomes (Blömeke, Gustafsson and Shavelson, 2015; Darling-Hammond, Hyler and Gardner, 2017). This knowledge is based on professional knowledge characterised by its multiplicity (Baumert and Kunter, 2006). Continuing Anglo-Saxon work on Pedagogical Knowledge Content (Shulman, 1986) or French-language researches (Altet, 1996; Brière-Guenoun, 2017 ; Hofstetter and Schneuwly, 2009), several types of professional knowledge can be differentiated: a) knowledge to be taught related to disciplinary teaching-learning objects and their epistemic underpinnings; b) knowledge for teaching related to the choice, arrangement and implementation of devices, organisational modalities (spatial, temporal, group); and c) reflexive knowledge or "meta-didactic" associated with the construction of professionalism in training (Aldon and al. , 2013).

In our study, we aim to examine the processes of mobilisation and co-construction of this professional knowledge by student teacher trainees (STT) in physical education (PE) when they analyse along with the trainer their effective teaching activity. By adopting a didactic theoretical orientation of French tradition (Ligozat, Lundqvist and Amade-Escot, 2017), we wish to study the connections between the two "parallel didactic systems" (Leutenegger, 2009) which are the teaching system (didactic system centred on teaching knowledge) and the training system (meta-didactic system centred on professional knowledge). To report on the dynamics of mobilisation / co-construction of professional knowledge (to be taught, for teaching, reflective) in training situations, we use a bottom-up analysis of didactic phenomena (Schubauer-Leoni and Leutenegger, 2005) taking into account the meaning constructed by the STT and the trainer (Brière-Guenoun and Simonet, 2021). Our research also borrows its foundations from the clinical analysis of activity (Clot, 2008) according to which development is part of a renewed relationship with prescriptions, recipients, technical or symbolic instruments and one's own subjective commitment. This approach makes it possible to highlight the movements made by trainees thanks to trade controversies discussed between peers during situations of analysis of one's activity such as self-confrontation interviews (Clot and Faïta, 2000). 

Thus, with reference to our theoretical framework that crosses orientations from French-speaking didactic approaches and the Clinic of activity, we wish to identify the knowledge of the STT and the processes of their emergence/construction in the joint activity with the trainer during a training situation. The aim is to understand the tensions that characterise the activity of these actors in front of the multiple prescriptions resulting from training and the school system in relation to their membership of various communities of practice. 

The training system consists of several steps : university teaching on the didactic design of classroom situations; the design and implementation of classroom sessions by the stagiaires accompanied by the school tutor; simple, and then, cross self-confrontation conducted by the trainer; and university teaching on the analysis and improvement of teaching situations. More specifically, our study focuses on the joint activity of a trainer and two STT in PE during the cross self-confrontation (CSC) supported by high school climbing sessions conducted by the STT. The methodological device is based on the filmed recording of climbing sessions and the audio recording of simple and self cross-confrontation interviews. The processing of the traces thus collected enables the analysis of the didactic (climbing lessons) and meta-didactic (CSC) systems and their articulation. The analysis of the didactic system aims to identify the didactic gestures of profession (Brière-Guenoun, 2017) of the STT, which concern design and study aid. It is based on a mesodidactic analysis of the knowledge studied in teaching tasks (synopsis) and a microdidactic analysis of STT/pupils interactions in the classroom during remarkable events (Leutenegger, 2009; Ligozat, 2015). It is carried out with the help of anatycal categories for modelling joint didactic action (Ligozat and Leutenegger, 2008 ; Ligozat and al., 2017) which make it possible to characterise the actions of STT (define, devolve, regulate, institutionalise) as well as the evolution of the didactic milieu, the learning/teaching time and the respective positions occupied by the actors (genesis triplet). In order to study the transactional dynamics of the joint activity of the trainer and the STT in relation to mobilised/co-constructed professional knowledge in the context of CSC (meta-didactic system), we use two types of descriptors: language acts related to the objects of discourse and discursive forms (Buléa and Bronckart, 2014) and the genesis triplet. The study of CSC discourse crosses two scales of analysis :a mesoscopic scale aiming to draw up a panorama of all the professional knowledge called for in the interview and their possible recurrences; a microscopic scale based on the targeted analysis of significant episodes from the point of view of the processes of emergence/co-construction of professional knowledge. Thus, the analysis of the meta-didactic system referred to that of the didactic system makes it possible to examine the processes of emergence / co-construction of professional knowledge by the STT and the instrumental function of the trainer's activity during the CSC.

The results show that the didactic gestures of both STT depend on the knowledge objects of the programmes and time constraints. Study support is mainly based on individualised verbal feedback on the content taught and very rarely on material adjustments to the didactic milieu. STT actions are rooted in multiple dilemmas between managing the classroom group and individualising teaching, advancing teaching time and encouraging the devolution of learning to students, adjusting teaching to the context while respecting the curriculum, maintaining safe conditions and allowing the necessary risk taking when climbing. The panoramic and microscopic analysis of the meta-didactic system reveals a densification of the trade knowledge mobilised by the STT and a change in the modalities of reflexivity during the CSC. Some of these objects are potentially relevant to the didactic milieu in that they concern the co-construction of trade knowledge. In the course of the exchanges, the ES project the design of new learning situations adapted to the students by jointly mobilising knowledge to be taught (foot supports, locating and choosing holds, etc.) which they link to the knowledge for teaching (actions of the teacher, media, etc.). The trainer's activity consists of accompanying the STT by inviting them to dialogue, to debate the tensions they have experienced and to redirect their analyses by targeted questioning without pointing out the knowledge to be built up. The analysis of the joint activity between the trainer and the STT shows that the CSC situation, which is part of a training continuum within various communities of practice, opens up prospects for professional development associated with the construction of professionnal knowledge and the confrontation of trade dilemmas. Beyond this, our research questions the borrowing of tools used in studies of joint didactic action (Ligozat and al., 2017) to analyse the work of the trainer as well as the interdependence between education and training systems.

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