The gendered construction of physical education content as the result of the differentiated didactic contract

Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

“…However, joint action does not mean that participants (teacher and students) have the same goals or the same agendas. Negotiations and transactions occur between them about the particular piece of content at stake (Amade-Escot, 2006;Verscheure & Amade-Escot, 2007). Understanding the temporal dynamics of the whole process demands a fine-grained description of teacher's and students' actions and discourses related to the content embedded within an ongoing changing learning environment.…”

“…In this paper we focus on the relationships between day-to-day school PE and physical culture in Tunisia, with special attention paid to the gendered content taught and learned. With a departure in the French didactique research tradition (Amade-Escot, 2006) of Joint Action Studies in Didactics (JASD) (Ligozat, 2011), the study seeks to understand how teachers and students co-construct both the context and the learning outcomes of their gendered relationships (Verscheure & Amade-Escot, 2007). The study also draws on Kirk's definition of physical culture as the corporeal discourses about the bodily practices organised, codified and institutionalised in a particular society just as in school PE, sport, exercises, leisure or dance (Kirk, 2010), as a way to understand to what extent cultural dimensions of the enacted curriculum generate unequal learning among students.…”

What did they learn in school today? A method for exploring aspects of learning in physical education

“…By using an approach that includes curriculum documents, pre-and post-lesson teacher interviews, videorecorded PE-lessons, and didactic moments interviews with teachers and students, we can get closer to these complex processes and thus explore the different aspects of the didactic system in the processes taking place in the gym. We can consequently get an additional understanding of what and how students learn in school during PE that involves an amalgamation of an explicit learning theory with robust methods (see Amade-Escot and O'Sullivan, 2007;Chen and Ennis, 2004;Deglau and O'Sullivan, 2006;Dyson et al, 2010;Kirk and Macdonald, 1998;Light, 2011;Rovegno et al, 2001;Verscheure and Amade-Escot, 2007;Ward and Lee, 2005). …”

“…Hence, in this article, learning is advanced as an ongoing relation between teachers, students and the cultural/institutional prerequisites of the learning situation (Amade-Escot, 2006;Rovegno et al, 2001;Verscheure and Amade-Escot, 2007). A central element in our methodological strategy is the decisive aspect of the content of the teaching that is important for the students' understanding and learning in ongoing PE practice.…”

“…In several publications, Chantal Amade-Escot and colleagues have shown how three aspects of teaching and learning can be understood and investigated as 'the functioning of the 'didactic system' which links teacher, content knowledge and students in classroom and gymnasium ' (Amade-Escot, 2006: 347; see also Amade-Escot and O'Sullivan, 2007;Verscheure and Amade-Escot, 2007). In her keynote lecture at the AIESEP World Congress in 2008, Amade-Escot explained how situated explorations of the ecological context of classrooms or gyms can help us to acquire a deeper understanding of how content is brought into play in educational practice, and how the teaching and learning processes fit into this framework.…”