Les pratiques ostensives des enseignants d’EPS révélatrices du rapport au savoir en natation

Sghaier, Donia; Jomâa, Hejer Ben; Mami, Mohamed

doi:10.9790/7388-0704023644

Cited by 3 publications

(3 citation statements)

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“…Indeed, it is also a revealer of internal intentions and the decision making process (Carnus, 2015) that highlights teacher"s link to knowledge (Sghaier et al, 2017). Hence, we notice that this specific practice goes beyond a simple metric proximity since it is combined with other teaching actions that are sometimes verbal and at other times nonverbal.…”

Section: Resultsmentioning

confidence: 85%

Teaching Practice between Ostension and Proximity: The Case of a Seasoned Physical Education Teacher in Clinical Didactics

Karoui¹,

Jomâa²,

Kpazaï

2018

IJLTER

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Abstract. This study aims, within a clinical didactics framework, to identify the crucial role of "proxemics" (Hall, 1966(Hall, , 1973, as a major driver of the non-verbal interaction within the teaching-learning process in Physical Education (PE) and the relationship that it maintains with ostension. We proceeded with a double analysis (quantitative and qualitative) case study of a Physical Education teacher"s in situ practice in order to identify this singularity (Terrisse, 2000). Results show a significant dependence between the use of didactic distance types (Forest, 2006) and ostension types (Salin, 2002) utilized in his teaching practice. As a result, we noticed that "distance" is intimately related to different types of ostension and has a major role, as an implicit form of interaction, in the regulation and the management of didactic situations.

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Section: Resultsmentioning

confidence: 85%

Teaching Practice between Ostension and Proximity: The Case of a Seasoned Physical Education Teacher in Clinical Didactics

Karoui¹,

Jomâa²,

Kpazaï

2018

IJLTER

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“…Ces deux temps sont relatifs au déjà-là et à l'épreuve d'enseignement de nos deux enseignants universitaires expérimentés et spécialistes d'athlétisme, intervenant dans la formation pratique en STAPS. Ainsi, nous estimons que l'acte d'enseignement dans la formation pratique en STAPS est façonné par le corps (Sghaier et al, 2017;Ben Jomâa et al, 2017). Ce corps intervenant, dans la profession enseignante, diffère selon qu'il est féminin ou masculin.…”

Section: Discussion Et Conclusionunclassified

La question du rapport au corps dans la formation en STAPS : Cas de deux enseignants universitaires tunisiens

Chtara

Jomâa²,

Karoui

et al. 2020

ESJ

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and a posteriori through two reconciled cases-study which we intend to examine and to compare their link to body (feminine vs masculine). This comparison plan to examine the role of the didactic choices regarding the use of didactic distance, ostensive and proxemics forms. This study is mainly descriptive and comprehensive. It focuses on the analysis of the motives of the teaching act in higher education through a private practical epistemology, a singular 'already-there' and differentiated professorial postures. The results of this research have enabled us to identify a "differential to the body" relationship that deploys. The male teacher has a technical relationship to the body, while the female teacher has a regulatory relationship to the body. This "differential to the body" report is indicative of a relationship with singular knowledge, specific to the history of each teacher.

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“…These ostensive variations could be obviously tributary to the singular history of the experience and the general life of the subject teacher. That is what we are trying to put in evidence in this article starting from the focal « the effect of the relationship to knowledge on ostensive practices in teaching » (Sghaier, & al., 2017). Since then, the dominant number of combined and gestural symbolic ostension recorded with TA shows that he transmits more often his personal experiences and his corporal expertise.…”

Section: Discussionmentioning

confidence: 99%

The Effect of the Relationship to Knowledge of Physical Education Teachers on the Ostensive Forms in Swimming

Hsouna¹,

Sghaier²,

Mami³

et al. 2017

EJES

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This article is interesting in ostensive forms of two physical education (PE) teachers within the activity of Swimming in Tunisia. Its objective is to analyze the ostensive forms of PE teachers and to extricate their effects on the relationship to knowledge. The methodology of the research is qualitative. It subscribes in the field of didactic clinical interactions of PE and on the clinical analysis of teaching practice of an experimented and a novice teacher in order to glimpse « case by case » the singular subject (Terrisse, 1999). Data collection and analysis subscribe in the constructed temporality in one time of professorial action. The test (Terrisse, 2000) relies on the knowledge ostension scale (Robert, 2012;Salin, 2002). Results put in evidence that PE teachers use ostensive forms to influent the relationship to knowledge in Swimming.

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Les pratiques ostensives des enseignants d’EPS révélatrices du rapport au savoir en natation

Abstract: Résumé : Cet article s'intéresse aux pratiques ostensives de deux enseignants d'Education (Robert, 2012 ;Salin, 2002

Cited by 3 publications

References 0 publications

Teaching Practice between Ostension and Proximity: The Case of a Seasoned Physical Education Teacher in Clinical Didactics

Teaching Practice between Ostension and Proximity: The Case of a Seasoned Physical Education Teacher in Clinical Didactics

La question du rapport au corps dans la formation en STAPS : Cas de deux enseignants universitaires tunisiens

The Effect of the Relationship to Knowledge of Physical Education Teachers on the Ostensive Forms in Swimming

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