Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.

The purposes of this study were to qualitatively analyze peer interaction in dyads practicing a swimming skill, and to examine the potential dyad type-by-gender differences in observed peer interaction modes. Sixty-four senior high school students (32 M, 32 F) trained for 8 min either in symmetrical (same competence) or asymmetrical (different competence levels) same-sex dyads. The numbers of attempts and performance scores were also documented for novices. The observed peer interaction modes consisted of guidance-tutoring, imitation, cooperation, and parallel activity. Multivariate and univariate analyses revealed that tutoring and imitation were manifested more in asymmetrical dyads, while cooperation and parallel activity were more frequent in symmetrical dyads. Males in symmetrical dyads displayed the most parallel activity. Males carried out more attempts than females. Regarding performance, males in asymmetrical dyads benefited more from training than the other groups did. Similarities and differences with findings observed in the academic domain are discussed.

La présente contribution rend compte des résultats d’un travail d’enquête relatif aux perceptions qu’ont les professeurs stagiaires du premier et du second degré, des dispositifs d’analyse des pratiques, mis en œuvre au sein de cinq instituts universitaires de formation des maîtres du Nord et de l’Est de la France. Le questionnaire reproduit un protocole d’analyse de pratiques, emprunté au terrain, et comporte une série de questions ouvertes ; il a été soumis à 475 professeurs stagiaires, parmi lesquels 190 professeurs de lycée et collège et 285 professeurs des écoles. L’analyse de contenu des réponses met en évidence l’intérêt des professeurs pour ces dispositifs, qui soutiennent un travail de professionnalisation. Elle souligne, également, certains écarts entre objectifs affichés et perception des utilisateurs.

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