The use of 360° video in teacher education to virtually "enter" in the classroom
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The study aims to understand the formative potential of 360° video in teacher education, used to support professional intervention in Physical Education (Éducation Physique or EP). It focuses on analysising a student's viewing activity of a classroom video sequence in EP and aims to describe the student's experience. The results show that the use of 360° video is accompanied by the construction of new intervention knowledges and immersive experiences close to those experienced in real classroom situations, in which the student would engage in a co-intervention activity with the teacher being viewed. They reveal a formative valence of using such digital resources, which remains to be deepened with the study of other cases.
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