The quality of teaching depends in part on how teachers interact with students. According to the socioconstructivist theory (Vygotsky (1934/1985) and the socio-cultural approach (Bruner, 1983), learning depends on the quality of the teacher’s support for the participation of disabled and able-bodied students in the physical education (PE) sessions.

A first study reveals the small amount of time devoted to in the training of pre-service teachers to the skill of «mastering the French language for communicative purposes». Using a recent coding grid (Ahmadi et al., 2022), the analysis of the verbal behaviors of 8 PE teachers (4 experts and 4 beginners) reveals disparities in support of the three basic psychological needs (autonomy, competence and relatedness, LaGuardia & Ryan, 2000). A second study rooted in the self-determination theory (Ryan & Deci, 2017) focuses on the analysis of the needs satisfaction and motivation of 186 students, and their agentic engagement (Reeve, 2013) in PE, as indicators of quality teaching (Reeve & Cheon, 2021). A third study examines the invariants and specific features of the guidance provided by an expert teacher to two groups of students with similar disabilities during six dance sessions integrated into an inclusion project at a Medical Educational Institute (IME). Verbal and non-verbal guidance procedures are quantified according to Harbonnier-Topin and Barbier (2014) grid and the teacher’s postures are described to determine the specificity of the support guaranteeing the quality of educational interaction.

The common theme is the analysis of the quality of the teaching-learning process, using mixed-method research to provide an in-depth understanding of the interactions observed so that the needs of the learners can be taken into account. Moreover, they open up perspectives vocational training opportunities focused on the content and communication modalities that support students and encourage them to engage proactively in their development and well-being.