Les préoccupations des professeurs d'éducation physique lors de la genèse et la régtthtfion des conflits en classe

Abstract

Seven PE teachers, working in secondary schools located in low- income areas, volunteerea to participate in this study. Data collection consisted of audio-video recording of the lessons, and of self- confrontation interviews about the selected conflictual events. Based on the theory of the "course of action" (Theureau, 1992), data analysis allowed identification of successive sequences in teachers' action, and their preoccupations in situ. Teachers' action is organized round a key-event: the student's spontaneous and vehement reaction to the punishment, determining a "before" and an "after". The results are discussed according to three points: a) the characteristics of teachers' action during each phase of the conflicts; b) the incompatibility of a situated action and the one of reasoned analysis; and c) tne opposition between teachers' concern for collective interest and students' individual preoccupations.

Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia

“…The Tunisian student teachers' use of permissive pedagogy summarized in ignoring disciplinary incidents (Flavier et al, 2002) proves to be a very serious matter because this type of interventions is synonymous with their weakness in dealing with disciplinary incidents. Desbiens et al's (2009) study consolidates our results bringing about the fact that student teachers do not have necessary skills and knowledge to manage disruptive behaviors when they appear.…”

“…Teachers also opt for authoritarian interventions (Brunelle et al, 1995;Dervaux et al, 2004) which testify their anchorage in the old school practices which rapidly put an end to disciplinary incidents that appear in class (Flavier et al, 2002). These findings join those of Goyette et al (2002) and those of Ben Chaaben-Abdennader (2007) advancing the idea that we always witness "the alliance of empiricism and charisma that relate to traditional conceptions of school: it is gift confronted to experience that makes a pedagogue and students' learning is primarily the result of her/his authority".…”

“…Besides, Flavier, Bertone, Méard, & Durand (2002) have shown that student teachers always choose either to rapidly stop disruptive behaviors without really trying to understand the reason behind them, or to close their eyes by making as if they did not see what was happening. This action is intended to continue student supervision without disturbing the course and this by setting a favorable teaching environment.…”

L'exercice de la pensée critique en recherche-formation : vers la construction d'une éthique des relations entre chercheurs et enseignants débutants

“…Le programme scientifique a pour objet l'analyse de l'activité des acteurs dans le domaine de l'éducation et de la formation 1 (Bertone, Méard, Euzet, Durand, Gal-Petitfaux, 2002 ;Durand, 1996 ;Flavier, Bertone, Méard, Durand, 2002 ;Ria, Durand, 2001). La collaboration avec les acteurs est simultanément finalisé par des visées d'aide aux pratiques et de production de connaissances.…”

Study of Students’ Disruptive Behavior in High School Education in Physical Education Classes

“…A more recent thesis on the incidents and incivilities in physical education in difficult contexts (Flavier, 2001) has shown the difficulties in class management due to the genesis and the sorting of classroom conflicts (Flavier, Bertone, Méard, & Durand, 2002). What ensues from these studies is that students' attitude varies situationally, depending on the more or less important salience of the rules to which teachers are attached when teaching (Méard & Bertone, 1998).…”