Physical Education Teacher’s Training in Swimming under the Joint Didactic Action
Affiliation(s)
1 Higher Institute of Sports and Physical Education, University of Jendouba, Kef, Tunisia. 2 Higher Institute of Sports and Physical Education, University of Manouba, Ksar Said, Tunisia. 3 Research Unit of Sportive Performance and Physical Rehabilitation: Higher Institute of Sports and Physical Ed-ucation, Kef, Tunisia.
1 Higher Institute of Sports and Physical Education, University of Jendouba, Kef, Tunisia. 2 Higher Institute of Sports and Physical Education, University of Manouba, Ksar Said, Tunisia. 3 Research Unit of Sportive Performance and Physical Rehabilitation: Higher Institute of Sports and Physical Ed-ucation, Kef, Tunisia.
ABSTRACT
This article is interesting in describing and analyzing the joint didactic activity of two teacher’s with their students in swimming in Tunisia. Its objective is to determine the influence of the teacher’s training and their experience in staging and in the regulation of the didactic situations. To clarify better the complexity of the observed reality, this study uses “ordinary didactics” (Schubauer-Leoni & Leuteneger, 2002) as a method of observation and it relies on the triplet of “the genesis of knowledge” (Sensevy, 2007) like an instrument of analysis. This qualitative research tries to analyze the didactic system with questioning the effect of proficiency degree in swimming. Results put in evidence in the conjugated effects of teacher’s training and their professional experience on their practice improvement.
This article is interesting in describing and analyzing the joint didactic activity of two teacher’s with their students in swimming in Tunisia. Its objective is to determine the influence of the teacher’s training and their experience in staging and in the regulation of the didactic situations. To clarify better the complexity of the observed reality, this study uses “ordinary didactics” (Schubauer-Leoni & Leuteneger, 2002) as a method of observation and it relies on the triplet of “the genesis of knowledge” (Sensevy, 2007) like an instrument of analysis. This qualitative research tries to analyze the didactic system with questioning the effect of proficiency degree in swimming. Results put in evidence in the conjugated effects of teacher’s training and their professional experience on their practice improvement.
Cite this paper
Sghaier, D. , Elandoulsi, S. , Mami, M. and Bouassida, A. (2015) Physical Education Teacher’s Training in Swimming under the Joint Didactic Action. Creative Education, 6, 2433-2437. doi: 10.4236/ce.2015.622250.
Sghaier, D. , Elandoulsi, S. , Mami, M. and Bouassida, A. (2015) Physical Education Teacher’s Training in Swimming under the Joint Didactic Action. Creative Education, 6, 2433-2437. doi: 10.4236/ce.2015.622250.
References
[1] Amade-Escot, C. (1991). Characterization of the Initial Didactic Formation of the Physical Education Teachers and Assessment of His Repercussions on the Professional Competence. Non-Published STAPS Thesis of Doctorat, Toulouse University III, France. [2] Brousseau, G. (1996). Foundations and Methods in Maths Didactics. Research in Maths Didactics, 7, 50-51. [3] Develay, M. (1992). From Apprenticeship to Teaching. Paris: ESF [4] Gal-Petitfaux, N. (2000). Typicality in the Signification and the Organization of Physical Education Teachers Intervention during the Teaching of Swimming Situation: The Case of “Indien File”. Non-Published STAPS Thesis of Doctorat, Montpellier University, Montpellier. [5] Marsenach, J., & Mérand, R. (1987). The Formative Evaluation in Physical Education in Colleges. Paris: INRP. [6] Schubauer-Leoni, & Leutenegger, F. (2002). Explain and Understand in a Clinic-Experimental Approach in Ordinary Didactics. In F. Leutenegger, & M. Saada-Robert (Eds.), Explaining and Understanding in Science Education (pp. 227-251). Bruxelles: De Boeck. [7] Schubauer-Leoni, & Leutenegger, F. (2003). Survey of the Didactic Interactions in Math Class: A Methodological Prototype. Bulletin of Psychology, 56, 559-571. [8] Schubauer-Leoni, M. L. (2008). The Reference Construction in Joint Action Teacher-Student Professor-Pupil. In N. Wallian, M. P. Poggi, & M. Loiterer (Eds.), To Co-Construct Some Knowledges: The Intervention Professions by the APSA (pp. 67-86). Besançon: PUFC. [9] Sensevy, G. (2007). Categories to Describe and to Understand the Joint Action. In G. Sensevy, & Mercie, (Eds.), To Act Together, the Joint Didactic Action Teacher-Student (pp. 13-49). Rennes: Academic Press of Rennes. [10] Sensevy, G., Maurice, J.-J., Clanet, J., & Murillo, T. O. (2008). The Passive Didactic Differentiation: A Test of Definition and Illustration. The Files of the Sciences of Education, 20, 105-122. [11] Tochon, F. V. (1993). The Experienced Teacher. Paris: Nathan pedagogy.
[1] Amade-Escot, C. (1991). Characterization of the Initial Didactic Formation of the Physical Education Teachers and Assessment of His Repercussions on the Professional Competence. Non-Published STAPS Thesis of Doctorat, Toulouse University III, France. [2] Brousseau, G. (1996). Foundations and Methods in Maths Didactics. Research in Maths Didactics, 7, 50-51. [3] Develay, M. (1992). From Apprenticeship to Teaching. Paris: ESF [4] Gal-Petitfaux, N. (2000). Typicality in the Signification and the Organization of Physical Education Teachers Intervention during the Teaching of Swimming Situation: The Case of “Indien File”. Non-Published STAPS Thesis of Doctorat, Montpellier University, Montpellier. [5] Marsenach, J., & Mérand, R. (1987). The Formative Evaluation in Physical Education in Colleges. Paris: INRP. [6] Schubauer-Leoni, & Leutenegger, F. (2002). Explain and Understand in a Clinic-Experimental Approach in Ordinary Didactics. In F. Leutenegger, & M. Saada-Robert (Eds.), Explaining and Understanding in Science Education (pp. 227-251). Bruxelles: De Boeck. [7] Schubauer-Leoni, & Leutenegger, F. (2003). Survey of the Didactic Interactions in Math Class: A Methodological Prototype. Bulletin of Psychology, 56, 559-571. [8] Schubauer-Leoni, M. L. (2008). The Reference Construction in Joint Action Teacher-Student Professor-Pupil. In N. Wallian, M. P. Poggi, & M. Loiterer (Eds.), To Co-Construct Some Knowledges: The Intervention Professions by the APSA (pp. 67-86). Besançon: PUFC. [9] Sensevy, G. (2007). Categories to Describe and to Understand the Joint Action. In G. Sensevy, & Mercie, (Eds.), To Act Together, the Joint Didactic Action Teacher-Student (pp. 13-49). Rennes: Academic Press of Rennes. [10] Sensevy, G., Maurice, J.-J., Clanet, J., & Murillo, T. O. (2008). The Passive Didactic Differentiation: A Test of Definition and Illustration. The Files of the Sciences of Education, 20, 105-122. [11] Tochon, F. V. (1993). The Experienced Teacher. Paris: Nathan pedagogy.