Former les enseignants « à et par la coopération » : préconisations pour une démarche de recherche professionnalisante en éducation physique et sportive

Escalié, Guillaume; Legrain, Pascal; Becerra-Labrador, Tania

doi:10.4000/ejrieps.8063

Cited by 2 publications

(5 citation statements)

References 41 publications

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“…In the study of Ghaith [8], most of the participants shared positive feelings about the Jigsaw method after a 3-day workshop on cooperative learning methods. The results of Escalié and Legrain [6] and Escalié et al [7] showed that teachers appreciated the different training times and their autonomy in the implementation of the Jigsaw method after training, even if they underlined the complexity in designing and implementing this method. The results found by Nalls [9] confirmed that the Jigsaw method may be considered attractive by teachers, but they also highlighted difficulties in implementing the method, especially regarding student management.…”

Section: The Jigsaw Methodsmentioning

confidence: 99%

“…Few studies have focused on teachers after the implementation of the Jigsaw method in PE [6][7][8][9]. More precisely, some studies have examined the perceptions of the Jigsaw method among teachers who had not yet experienced the method [8], while others compared the perceptions of the method among teachers who had experienced it during one sequence to the perceptions of teachers who had not [9].…”

Section: The Jigsaw Methodsmentioning

confidence: 99%

“…More precisely, some studies have examined the perceptions of the Jigsaw method among teachers who had not yet experienced the method [8], while others compared the perceptions of the method among teachers who had experienced it during one sequence to the perceptions of teachers who had not [9]. Other studies simply focused on teachers' perceptions after the implementation of a Jigsaw sequence without a control group [6,7]. In the study of Ghaith [8], most of the participants shared positive feelings about the Jigsaw method after a 3-day workshop on cooperative learning methods.…”

Section: The Jigsaw Methodsmentioning

confidence: 99%

“…In the present study, the training in the Jigsaw method was in line with elements (1) and (3) mentioned above. Elements (2), (4), and (5) may also have been present, as the teachers participating in the study were volunteers and interested in the Jigsaw method as in the study of Escalié et al [7].…”

Section: Development In Teacher Practicesmentioning

confidence: 99%

“…The present study aimed to explore and compare PE teachers' self-reported practices before and after the implementation of three Jigsaw sequences. Previous studies on cooperative learning have focused mostly on its effects on student outcomes (i.e., achievement, motivation, attitudes, social relationships, and self-esteem) [1][2][3] but rarely on its effects on teachers who implemented the cooperative learning [4,5] or Jigsaw method [6][7][8][9]. Notably, these previous studies focused on the effects of the Jigsaw method on teachers after only one Jigsaw sequence.…”

Section: Introductionmentioning

confidence: 99%

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Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis

et al. 2023

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Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether Jigsaw implementation influenced the discourses of physical education (PE) teachers related to their teaching practices. Six volunteer teachers used the Jigsaw method during three PE teaching sequences with various physical activities practiced, and semi-directive interviews were conducted before and after the Jigsaw implementation. Each interview was recorded and transcribed with the aim of performing textual analysis using Alceste2018®. The qualitative content analysis performed from the outputs of the automatic textual analysis led to determine the emergent themes in the interviewees’ discourses and the focuses used to address these themes, before and after the Jigsaw implementation. The themes in the discourses were found to be teacher-centered before the Jigsaw implementation (e.g., the guidelines and principles for teaching) and student-centered after the implementation (e.g., the student activity during learning). The focuses were found to vary accordingly (e.g., teachers’ intentions, before the implementation, and students’ characteristics, after the implementation). Such changes in the teachers’ discourse thus suggest that the Jigsaw method might be a useful tool for the development of teaching practices.

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Section: The Jigsaw Methodsmentioning

confidence: 99%

Section: The Jigsaw Methodsmentioning

confidence: 99%

Section: The Jigsaw Methodsmentioning

confidence: 99%

Section: Development In Teacher Practicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis

et al. 2023

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Regard d’étudiants en éducation physique sur l’usage d’un carnet de cours dans un cycle de handball

Theunissen,

Foulon,

Cloes

2023

ejrieps

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Selon Guibault et Viau-Guay (2017), la méthode de la classe inversée semble efficace sans pour autant représenter un remède miracle à l’échec. Centrée sur les apprenants, elle permet d’adapter le travail aux spécificités de la population, favorise les interactions entre les acteurs tout en assurant une diversité des séances. Sur base de l’expérience acquise lors d’un cycle de gymnastique proposé à des étudiants en éducation physique (Theunissen et al., 2020), l’utilisation originale d’un fascicule pédagogique exigeant une implication de l’étudiant avant, pendant et après les séances pratiques a été transposé sous forme d’un carnet de suivi de cours dans un cycle de handball dispensé en 2019-2020 à des étudiants en Sciences de la motricité. Au total, 22 étudiants ont répondu à une interview semi-structurée de fin d’année portant sur des thèmes tels que le principe de la classe inversée, la manière d’utiliser notre outil, les difficultés et les aspects positifs rencontrés. Les données qualitatives récoltées ont fait l’objet d’une analyse de contenu où chaque idée a pris la forme d’un code, avec une vérification des fidélités inter- et intra-analyste(s), complétée par une restitution des résultats. Les étudiants valident l’outil en soulignant une plus grande autonomie, le plaisir éprouvé grâce à cette approche et un lien étroit avec le cours pratique. Ils déclarent souhaiter transposer cette méthode lors de leurs stages. En temps de pandémie, le carnet les a soutenus dans le suivi des apprentissages entre le travail à domicile et en présentiel.

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Former les enseignants « à et par la coopération » : préconisations pour une démarche de recherche professionnalisante en éducation physique et sportive

Cited by 2 publications

References 41 publications

Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis

Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis

Regard d’étudiants en éducation physique sur l’usage d’un carnet de cours dans un cycle de handball

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