Clinical Didactic Analysis of the Practices Declared in Soccer and Identification of a “déjà-là” Decisional of Two Beginner’s Teachers
Author(s)
Maher Guerchi1,
Hanene Lengliz1,
Mohamed Ali Hammami2,
Denis Loizon3,
Marie-France Carnus1
Affiliation(s)
1 UMR ETFS, Université de Toulouse Jean Jaurès, Toulouse, France. 2 Higher Institute of Sport and Physical Education in Kef, Kef, Tunisia. 3 ESPE Bourgogne, SPMS (EA 4180), Université de Bourgogne, Dijon, France.
1 UMR ETFS, Université de Toulouse Jean Jaurès, Toulouse, France. 2 Higher Institute of Sport and Physical Education in Kef, Kef, Tunisia. 3 ESPE Bourgogne, SPMS (EA 4180), Université de Bourgogne, Dijon, France.
ABSTRACT
In the context of teaching of football at school, we are particularly interested in how new teachers use and transform the knowledge learned in the act of teaching and the ways of linking the personal determinants and the professionally acquired knowledge, that is to say, the involvement of the private sphere of the teacher in the educational process of the football field. From a didactic clinical study of two cases—Riadh, a specialist in football and Jalel, an athletics specialist, we demonstrate that certain knowledge is presented implicitly in connection with a “pre-acquired experimental, intentional and conceptual Déjà-Là1” of the two teachers. These personal didactic determinants have an impact on certain decisions, and they influence the choice of certain knowledge and guide the instructional behavior of the two teachers. So, we are committed to highlight the existence of similarities and differences shown in the study of questionnaires and analysis of preliminary interviews.
In the context of teaching of football at school, we are particularly interested in how new teachers use and transform the knowledge learned in the act of teaching and the ways of linking the personal determinants and the professionally acquired knowledge, that is to say, the involvement of the private sphere of the teacher in the educational process of the football field. From a didactic clinical study of two cases—Riadh, a specialist in football and Jalel, an athletics specialist, we demonstrate that certain knowledge is presented implicitly in connection with a “pre-acquired experimental, intentional and conceptual Déjà-Là1” of the two teachers. These personal didactic determinants have an impact on certain decisions, and they influence the choice of certain knowledge and guide the instructional behavior of the two teachers. So, we are committed to highlight the existence of similarities and differences shown in the study of questionnaires and analysis of preliminary interviews.
KEYWORDS
Declared Practices, Clinic Didactics, Decisional déjà-là, Teacher Trainees, Personal Determinants, Football
Declared Practices, Clinic Didactics, Decisional déjà-là, Teacher Trainees, Personal Determinants, Football
Cite this paper
Guerchi, M. , Lengliz, H. , Hammami, M. , Loizon, D. and Carnus, M. (2015) Clinical Didactic Analysis of the Practices Declared in Soccer and Identification of a “déjà-là” Decisional of Two Beginner’s Teachers. Creative Education, 6, 1137-1144. doi: 10.4236/ce.2015.611112.
Guerchi, M. , Lengliz, H. , Hammami, M. , Loizon, D. and Carnus, M. (2015) Clinical Didactic Analysis of the Practices Declared in Soccer and Identification of a “déjà-là” Decisional of Two Beginner’s Teachers. Creative Education, 6, 1137-1144. doi: 10.4236/ce.2015.611112.
References
[1] Altet, M. (2004). The Integration of Knowledge in Education Science Teacher Expertise: Representations and Reports to the Professional Knowledge of Teachers. In C. Lessard, M. Altet, L. Paquay, & P. Perrenoud (Eds.), Between Common Sense and Human Sciences, What Knowledge to Teach? Brussels: De Boeck. [2] Bardin, L. (1998). The Content Analysis. Paris: PUF. [3] Blanchard-Laville, C. (2001). The Teachers between Pleasure and Pain. Paris: PUF. [4] Blaquier, J. L. (2003). The Anti-Philosophy of J. Lacan.
www.Philagora.net/psychanalyse [5] Carnus, M.-F. (2001). Didactic Analysis of the Decision of the EPS’s Teacher of Gymnastics Process. A Cross-Case Study. Unpublished Doctoral Dissertation, University Paul Sabatier. [6] Carnus, M.-F. (2002). Beliefs, Ideas, Intentions and Actual Practices in the Teaching of Gymnastics: The Case of ATR and tracking. In J.-F. Robin, & A. Durny (Eds.), To Actua Works. [7] Carnus, M.-F. (2003). Didactic Analysis of the Decision of the Teacher of Gymnastics EPS Processes: A Case-Study. In C. Amade-Escot (Ed.), Didactics of Physical Education, State of Research (pp. 195-224). Paris: Editions Revue EPS. [8] Durand, M. (1996). Teaching in Schools. Paris: PUF. [9] Freud, S. (1900). The Interpretation of Dreams. Paris: PUF. [10] Garnier, C., & Sauvé, L. (1999). Contribution of the Theory of Social Representations to Education on the Environment— Conditions for a Research Design for Environmental Education-Looks, Research, Reflections (pp. 65-77). Arlon: FUL. [11] Giordan, A., & De Vecchi, G. (1987). The Origins of Knowledge. Neuchatel: Delachaux and Niestlé. [12] Goigoux, R. (2007). Analysis Model of the Activity of Teachers. Education and Teaching, 1, 47-70. [13] Goirand, P. (1998). EPS in College and Gymnastics. Paris: NPRI. [14] Jodelet, D. (1989). Social Representations. Paris: PUF. [15] Loizon, D. (2004). Analysis of Judo Teaching Practices: Identification of the Knowledge Transmitted across Didactic Variables Used by Teachers for Club and EPS. Thesis under the Direction of André Terrisse, Toulouse: University Paul Sabatier. [16] Loizon, D., & Carnus, M.-F. (2014). The Influence of Personal Determinants in the Choice of Teaching for PES Teachers. eJRIEPS, 33, 30-48. [17] Loizon, D., Margnes, E., & Terrisse, A. (2008). Analysis of Judo Teaching Practices EPS. eJRIEPS, 14, 63-82. [18] Portuguese, J. (1998). Sketching a Model of Didactic Intentions, Contribution to Mathematics Education. In J. Brown, F. Conne, R. Floris, & M. L. Schubauer-Léoni (Eds.), Didactic Interactions, Study the Work of Teaching Methods (pp. 57-88). Acts of Seconds Didactic Days Fouly, Grenoble: The Savage Mind. [19] Rochex, J.-Y. (1996). Youth Report to the Education System Today. Revue EPS, 262, 96-98. [20] Terrisse, A. (2000). Epistemology of Clinical Research in Combat Sport. In A. Terrisse (Ed.), Research Combat Sports and Martial Arts (pp. 95-108). Paris: Revue EPS. [21] Terrisse, A., Carnus, M.-F., & Loizon, D. (2010). The Clinic Didactic EPS: Perspectives for Training. In Mr. Musard Mr. Latch, G. Carlier (Dir), Intervention in EPS and Sports Sciences. Research Findings and Theoretical Foundations (pp. 137-158). Paris: Éditions EP.S.
[1] Altet, M. (2004). The Integration of Knowledge in Education Science Teacher Expertise: Representations and Reports to the Professional Knowledge of Teachers. In C. Lessard, M. Altet, L. Paquay, & P. Perrenoud (Eds.), Between Common Sense and Human Sciences, What Knowledge to Teach? Brussels: De Boeck. [2] Bardin, L. (1998). The Content Analysis. Paris: PUF. [3] Blanchard-Laville, C. (2001). The Teachers between Pleasure and Pain. Paris: PUF. [4] Blaquier, J. L. (2003). The Anti-Philosophy of J. Lacan.
www.Philagora.net/psychanalyse [5] Carnus, M.-F. (2001). Didactic Analysis of the Decision of the EPS’s Teacher of Gymnastics Process. A Cross-Case Study. Unpublished Doctoral Dissertation, University Paul Sabatier. [6] Carnus, M.-F. (2002). Beliefs, Ideas, Intentions and Actual Practices in the Teaching of Gymnastics: The Case of ATR and tracking. In J.-F. Robin, & A. Durny (Eds.), To Actua Works. [7] Carnus, M.-F. (2003). Didactic Analysis of the Decision of the Teacher of Gymnastics EPS Processes: A Case-Study. In C. Amade-Escot (Ed.), Didactics of Physical Education, State of Research (pp. 195-224). Paris: Editions Revue EPS. [8] Durand, M. (1996). Teaching in Schools. Paris: PUF. [9] Freud, S. (1900). The Interpretation of Dreams. Paris: PUF. [10] Garnier, C., & Sauvé, L. (1999). Contribution of the Theory of Social Representations to Education on the Environment— Conditions for a Research Design for Environmental Education-Looks, Research, Reflections (pp. 65-77). Arlon: FUL. [11] Giordan, A., & De Vecchi, G. (1987). The Origins of Knowledge. Neuchatel: Delachaux and Niestlé. [12] Goigoux, R. (2007). Analysis Model of the Activity of Teachers. Education and Teaching, 1, 47-70. [13] Goirand, P. (1998). EPS in College and Gymnastics. Paris: NPRI. [14] Jodelet, D. (1989). Social Representations. Paris: PUF. [15] Loizon, D. (2004). Analysis of Judo Teaching Practices: Identification of the Knowledge Transmitted across Didactic Variables Used by Teachers for Club and EPS. Thesis under the Direction of André Terrisse, Toulouse: University Paul Sabatier. [16] Loizon, D., & Carnus, M.-F. (2014). The Influence of Personal Determinants in the Choice of Teaching for PES Teachers. eJRIEPS, 33, 30-48. [17] Loizon, D., Margnes, E., & Terrisse, A. (2008). Analysis of Judo Teaching Practices EPS. eJRIEPS, 14, 63-82. [18] Portuguese, J. (1998). Sketching a Model of Didactic Intentions, Contribution to Mathematics Education. In J. Brown, F. Conne, R. Floris, & M. L. Schubauer-Léoni (Eds.), Didactic Interactions, Study the Work of Teaching Methods (pp. 57-88). Acts of Seconds Didactic Days Fouly, Grenoble: The Savage Mind. [19] Rochex, J.-Y. (1996). Youth Report to the Education System Today. Revue EPS, 262, 96-98. [20] Terrisse, A. (2000). Epistemology of Clinical Research in Combat Sport. In A. Terrisse (Ed.), Research Combat Sports and Martial Arts (pp. 95-108). Paris: Revue EPS. [21] Terrisse, A., Carnus, M.-F., & Loizon, D. (2010). The Clinic Didactic EPS: Perspectives for Training. In Mr. Musard Mr. Latch, G. Carlier (Dir), Intervention in EPS and Sports Sciences. Research Findings and Theoretical Foundations (pp. 137-158). Paris: Éditions EP.S.