Analysis of conditions leading to a productive disciplinary engagement during a physics lesson in a disadvantaged area school

Our paper concerns the analysis of a teacher's practices leading to students' learning in an ordinary physics lesson. The study is conducted using the joint action theory in didactics (JATD) and the productive disciplinary engagement (PDE) theoretical frameworks. Our qualitative case study is based on the video record of the lesson and on interviews with the teacher and students. In particular, we noted how the teacher managed the didactic interactions, the characteristics of which may be partially related to problematizing, authority, accountability, and resources availability, four principles which foster PDE in more open contexts.