Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education

Leriche, Jérôme; Desbıens, Jean-François; Amade-Escot, Chantal; Tinning, Richard

doi:10.1080/00336297.2016.1144516

Cited by 10 publications

(15 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our study is supportive to the ideas of classroom ecology to investigate how teachers and pupils operate together to get work done (Hastie and Siedentop 2006) and to deal with learning content and managerial task within in the same analytical framework, rather than approaching them as two separate classroom phenomena (Leriche et al 2016). Vis-à-vis traditional classroom ecology studies our in-path analysis of the teacher's practical work takes a radical starting point in movement.…”

Section: Discussionmentioning

confidence: 76%

“…Dyson, Linehan, and Hastie 2010;Hastie and Siedentop 2006), the French didactic research tradition (e.g. Leriche et al 2016; Amade-Escot and Bennour 2017) and the Swedish didactic research tradition.…”

Section: Discussionmentioning

confidence: 99%

“…Tousignant and Siedentop 1983;Tinning and Siedentop 1985;Hastie and Siedentop 2006). Following this vein of research, Leriche et al (2016) compare French didactic research and classroom ecology and discuss how we can design studies that are capable of dealing with learning content and managerial task in the same analytical framework, rather than approaching them as two separate classroom phenomena. Ecological approaches are also pursued by Rovegno and Gregg (2007) in their analysis of teaching cultural content through dance, and by Thorburn and Stolz (2015) who concludes that embodied learning in physical education must be understood in relation to a physical culture and the participants' integrated spatial and temporal experiences.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The walking rhythm of physical education teaching: an in-path analysis

Andersson

Risberg

2019

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

Background: While studies of teaching frequently preserve an interest in teacher-pupil encounters that take place in certain spots, this article shows how teachers' can be understood as in-path instructors, which is significant for student-based learning. This complements studies that have mainly focused on teachers instructional work taking place at certain spots. Purpose: The purpose is to describe how a PE teacher's rhythmic labouring of the diverse settings in the gym creates a learning environment. By examining emplacement (spatial) and empacement (temporal) as important aspects of how learning environments are constituted, this article contributes a framework for studying and analysing a teacher's work from a moving vantage point. Conclusions: Based on a video ethnographic approach and using a wearable camera attached to the teacher's chest, the analysis of a station-wise lesson show how the teacher frequently covers a large part of the room and creates a web of educational challenges and possibilities. These brief encounters are identified as important tools that support each pupil's rhythm and engagement in the learning activities and maintain the corporate rhythm of a class. Furthermore, by analysing the teacher's temporal and spatial walking technique, which helps the pupils to transit between and accomplish practical exercises, the article highlights how the teacher's ability to support pupils' progression partly builds on a regional knowledge that is cultivated by the array of encounters.

show abstract

Section: Discussionmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The walking rhythm of physical education teaching: an in-path analysis

Andersson

Risberg

2019

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

show abstract

“…In the classroom ecology paradigm (e.g., Doyle 1977Doyle , 1986, classrooms are viewed as interrelated systems in which change in one system influences action in another (Hastie and Siedentop 2006). Such conditions urge teachers to find strategies that reduce the complexity of the classroom environment (Leriche et al 2016). For instance, in classroom research developed in the French didactic research tradition (e.g., Amade-Escot 2006), scholars have used the concepts of 'didactical contract' and 'didactical milieu' to better understand how didactic situations function and how social, conceptual and material components, together with semiotic aspects, influence the school's learning environments (Leriche et al 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Such conditions urge teachers to find strategies that reduce the complexity of the classroom environment (Leriche et al 2016). For instance, in classroom research developed in the French didactic research tradition (e.g., Amade-Escot 2006), scholars have used the concepts of 'didactical contract' and 'didactical milieu' to better understand how didactic situations function and how social, conceptual and material components, together with semiotic aspects, influence the school's learning environments (Leriche et al 2016). In addition, drawing on Bernstein's (1990) suggestion that pacing is an important part of the framing and classification of school practice, Morais (2002) shows that from a micro level perspective of classroom activity, a weak framing of pacing is important, because it allows children to gain control over their acquisition of knowledge.…”

Section: Introductionmentioning

confidence: 99%

Embodying Teaching: A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom

Andersson

Risberg

2018

Interchange

View full text Add to dashboard Cite

The article draws on body pedagogics and considers that teaching and learning experiences and outcomes are directly related to the different characteristics of movement behaviour. In this article movement behaviour specifically centres on a sloyd (handicraft education) teacher's walk through the classroom. The analysis illuminate the specific teaching use of the body as a spatial, temporal and situational movement rhythm in the classroom and how teachers and pupils tune into educational discourses by means of different body techniques. A wireless GoPro camera was attached to the teacher's chest in order to gain detailed view of pupil-teacher-body-material-tool encounters and a specific visual perspective of the sloyd teacher's walk. During a 2.5 years fieldwork, 25 wood-metal sloyd lessons were observed and recorded (circa 50 h of video). The study is informed by Dewey's embodied theory of learning and focus the alternation between active and passive phases in the stream of experience. From such Deweyan perspective the rhythm of an activity for organising experience, is fundamental to the creation of intelligent moving habits. The results show the body pedagogic experiences, outcomes and means by highlighting the teacher's (a) spatial path by describing mutual relationships between the material arrangement of the classroom, the teacher's bodily movements and the pupils' participation in the lesson, (b) temporal pace by his 'flights and perchings' through the lessons and how he moves from pupil to pupil and assignment to assignment, (c) specific pacts by describing body techniques and situated teacher-pupil encounters that terminate in an agreement about how to proceed.

show abstract

Effets d’une formation complémentaire sur la compétence d’enseignants stagiaires d’éducation physique et sportive tunisiens à prévenir et à gérer l’indiscipline

Maddeh

Desbıens

Souissi

2018

Mov Sport Sci/Sci Mot

View full text Add to dashboard Cite

L’objectif de cette étude est d’analyser l’apport d’un programme de formation en matière de gestion de l’indiscipline issu du modèle de Sieber (2001) sur l’apparition des comportements perturbateurs (CP) ainsi que les interruptions du programme d’action (fractures) lors des cours d’ÉPS par des enseignants stagiaires tunisiens. Pour ce faire, une analyse vidéoscopique en différé a été réalisée sur deux groupes de stagiaires : un groupe expérimental (GrExp ; n = 5) et un groupe témoin (GrTém ; n = 5). Un total de 929 CP est enregistré chez les deux groupes d’études dont 681 ont reçus une réaction et 248 ne l’ont pas été (gestion nulle ou hors champs visuel des stagiaires). Le GrExp en comparaison avec le GrTém s’est nettement amélioré quant à sa compétence de prévenir et gérer l’indiscipline. Cette nouvelle habilité est traduite par une diminution de l’apparition des CP et des fractures de l’enseignement. L’étude invite à enrichir la formation initiale offerte en matière de gestion de classe aux enseignants stagiaires afin de développer chez eux les stratégies adéquates de gestion de l’indiscipline lors des cours.

show abstract

Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education

Cited by 10 publications

References 41 publications

The walking rhythm of physical education teaching: an in-path analysis

The walking rhythm of physical education teaching: an in-path analysis

Embodying Teaching: A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom

Effets d’une formation complémentaire sur la compétence d’enseignants stagiaires d’éducation physique et sportive tunisiens à prévenir et à gérer l’indiscipline

Contact Info

Product

Resources

About