356
Views
1
CrossRef citations to date
0
Altmetric
Articles

Merging observational and interview data to study and improve the adaptability of the products of didactic engineering to ordinary teaching in physical education

ORCID Icon, , , , , , , & show all
Pages 186-199 | Received 25 Jan 2021, Accepted 28 Aug 2021, Published online: 08 Nov 2021

References

  • Adé, D., C. Jourand, and C. Sève. 2010. “L’inscription Contextuelle de L’activité en Course en Durée.” Education et Didactique 4 (3): 7–19.
  • Amade-Escot, C. 2001. “Chapitre 1. De L’usage des Théories de L’enseignant. Questions de L’étude des Contrats Didactiques en éducation Physique.” In Le Génie Didactique, edited by A. Rouchier, G. Lemoyne, and A. Mercier, 23–41. Bruxelles: De Boeck.
  • Amade-Escot, C. 2005. “The Critical Didactic Incident as a Qualitative Method of Research to Analyse the Content Taught.” Journal of Teaching in Physical Education 24 (2): 127–148.
  • Amade-Escot, C. 2006. “Student Learning Within the Didactique Tradition.” In Handbook of Research in Physical Education, edited by D. Kirk, D. Macdonald, and M. O’Sullivan, 347–365. London: Sage Publications.
  • Amade-Escot, C. 2014. “De la Nécessité D’une Observation Didactique Pour Accéder à L’épistémologie Pratique des Professeurs.” Recherches en Education 19: 18–29.
  • Amade-Escot, C. 2019a. “Epistémologies Pratiques et Action Didactique Conjointe du Professeur et des Élèves.” Education et Didactique 13: 109–114.
  • Amade-Escot, C. 2019b. “Poursuivre la Réflexion … à Propos du Texte de Francine Cicurel.” Education et Didactique 13: 123–125.
  • Amade-Escot, C., S. Elandoulsi, and I. Verscheure. 2015. “Physical Education in Tunisia: Teachers’ Practical Epistemology, Students’ Positioning and Gender Issues.” Sport, Education and Society 20 (5): 656–675.
  • Artigue, M. 1986. “Etude de la Dynamique D’une Situation de Classe: Une Approche de la Reproductibilité.” Recherches en Didactique des Mathématiques 7 (1): 5–62.
  • Artigue, M. 1989. “Ingénierie Didactique.” Recherches en Didactique des Mathématiques 9 (3): 281–308.
  • Artigue, M. 2002. “Didactical Engineering as a Framework for the Conception of Teaching Products.” In Didactics of Mathematics as a Scientific Discipline, edited by R. Biehler, R. W. Scholz, R. Sträßer, and B. Winkelmann, 27–39. New York: Kluwer Academics Publishers.
  • Artigue, M., and M.-J. Perrin-Glorian. 1991. “Didactic Engineering, Research and Development Tool: Some Theoretical Problems Linked to This Duality.” For the Learning of Mathematics 11 (1): 13–18.
  • Barker, D., T. Wallhead, S. Brock, V. Goodyear, and C. Amade-Escot. 2017. “Group Work in Physical Education: Exploring the Interconnectedness of Theoretical Approaches and Practices.” Journal of Teaching in Physical Education 36: 50–60.
  • Boda, B., and M. Récopé. 1991. “Instrument D’analyse et de Traitement à des Fins D’enseignement de l’E.P.S.” Revue EP.S 232: 56–59.
  • Bourdieu, P. 1980. Le Sens Pratique. Paris: Les Editions de Minuit.
  • Brousseau, G. 1997. Theory of Didactic Situations in Mathematics. Dordrecht: Kluwer Academic Press.
  • Carnus, M.-F. 2012. “Comparative Linguistic Analysis Between Newly Qualified Teachers and Experienced Teachers: A Study of the Notion of Pelvic Retroversion in Physical Education.” Physical Education and Sport Pedagogy 17 (1): 37–59.
  • Carnus, M.-F., J.-P. Sauvegrain, and A. Terrisse. 2002. “Intérêt et Utilité de la Méthodologie D’ingénierie Didactique Dans L’analyse du Processus Décisionnel de L’enseignant d’EPS.” Les Dossiers des Sciences de L’Education 8: 99–112.
  • Chevallard, Y. 1992. “Fundamental Concepts in Didactics: Perspectives Provided by an Anthropological Approach.” In Research in Didactique of Mathematics, edited by R. Douady, and A. Mercier, 131–168. Grenoble: La pensée sauvage.
  • Conférence intercantonale de l’instruction publique de Suisse romande et du Tessin (CIIP). 2010–2016. Plan d’études romand. http://www.plandetudes.ch.
  • Forest, E., B. Lenzen, and M. Öhman. 2018. “Teaching Traditions in Physical Education in France, Switzerland and Sweden: A Special Focus on Official Curricula for Gymnastics and Fitness Training.” European Educational Research Journal 17 (1): 71–90.
  • Harvey, S., S. Pill, P. Hastie, and T. Wallhead. 2020. “Physical Education Teachers’ Perceptions of the Successes, Constraints, and Possibilities Associated with Implementing the Sport Education Model.” Physical Education and Sport Pedagogy 25 (5): 555–566.
  • Hmelo-Silver, C. E. 2006. “Design Principles for Scaffolding Technology-Based Inquiry.” In Collaborative Reasoning, Learning and Technology, edited by A. M. O’Donnell, C. E. Hmelo-Silver, and G. Erkens, 147–170. Mahwah, NJ: Erlbaum.
  • Hmelo-Silver, C. E., R. Golan Duncan, and C. A. Chinn. 2007. “Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006).” Educational Psychologist 42 (2): 99–107.
  • Hortigüela-Alcalá, D., A. Hernando-Garijo, S. González-Villora, J. C. Pastor-Vicedo, and A. Baena-Extremera. 2020. “Cooperative Learning Does Not Work for Me: Analysis of Its Implementation in Future Physical Education Teachers.” Frontiers in Psychology 11: 1539. doi:https://doi.org/10.3389/fpsyg.2020.01539.
  • Juma, S., E. Lehtomäki, and A. Naukkarinen. 2017. “Scaffolding Teachers to Foster Inclusive Pedagogy and Presence Through Collaborative Action Research.” Educational Action Research 25 (5): 720–736.
  • Kirk, D. 2010. Physical Education Futures. London: Routledge, Taylor and Francis.
  • Kloetzer, L., Y. Clot, and E. Quillerou-Grivot. 2015. “Stimulating Dialogue at Work: The Activity Clinic Approach to Learning and Development.” In Francophone Perspectives of Learning Through Work, edited by L. Filliettaz, and S. Billett, 49–70. Cham: Springer.
  • Lenzen, B., and J. Reylé. 2017. “Des Savoirs Planifiés par les Enseignants aux Connaissances Construites par les élèves en éducation Physique.” Nouveaux Cahiers de la Recherche en éducation 20 (1): 36–60.
  • Leriche, J., J.-F. Desbiens, C. Amade-Escot, and R. Tinning. 2016. “Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education.” Quest 68 (4): 497–520.
  • Ligozat, F., and J. Almqvist. 2018. “Conceptual Frameworks in Didactics – Learning and Teaching: Trends, Evolutions and Comparative Challenges.” European Educational Research Journal 17 (1): 3–16.
  • López-Pastor, V. M., D. Kirk, E. Lorente-Catalán, A. MacPhail, and D. Macdonald. 2013. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education and Society 18 (1): 57–76.
  • Marsenach, J. 1989. “Les Pratiques des Enseignants D’éducation Physique et Sportive Dans les Collèges.” Revue Française de Pédagogie 89: 7–10.
  • Martinand, J.-L. 1989. “Pratiques de Référence, Transposition Didactique et Savoirs Professionnels en Sciences et Techniques.” Les Sciences de L’éducation Pour L’ère Nouvelle 1–2: 23–35.
  • Moussay, S., E. Flavier, P. Zimmermann, and J. Méard. 2011. “Pre-Service Teachers’ Greater Power to Act in the Classroom: Analysis of the Circumstances for Professional Development.” European Journal of Teacher Education 34 (4): 465–482.
  • Naess, H. S., R. Säfvenbom, and O. F. Standal. 2014. “Running with Dewey: Is It Possible to Learn to Enjoy Running in High School Physical Education?” Qualitative Research in Sport, Exercise and Health 6 (2): 301–3015.
  • Perrin-Glorian, M.-J. 2011. “L’ingénierie Didactique à L’interface de la Recherche Avec L’enseignement. Développement de Ressources et Formation des Enseignants.” In En Amont et en Aval des Ingénieries Didactiques, edited by C. Margolinas, M. Abboud-Blanchard, L. Bueno-Ravel, and N. Douek, 57–78. Grenoble: La pensée sauvage.
  • Pill, S., K. Swabey, and D. Penney. 2017. “Investigating Physical Education Teacher Use of Models Based Practice in Australian Secondary PE.” Revue phénEPS/PHEnex Journal 9 (1): 1–19.
  • Poussin, B., H. Dénervaud, and B. Lenzen. 2014. “La Contribution de L’éducation Physique au Développement de la Démarche Réflexive des élèves: Quelles Techniques Didactiques Mises en œuvre par les Enseignants Lors D’un Cycle de Volley-Ball.” eJRIEPS 31: 53–69.
  • Robert, A. 2011. “Des Recherches ‘de Type Ingénierie’.” In En Amont et en Aval des Ingénieries Didactiques, edited by C. Margolinas, M. Abboud-Blanchard, L. Bueno-Ravel, and N. Douek, 207–222. Grenoble: La pensée sauvage.
  • Robert, A., and J. Robinet. 1992. “Représentations des Enseignants et des élèves.” Repère IREM 7: 93–99.
  • Sensevy, G. 2007. “Des Catégories Pour Décrire et Comprendre L’action Didactique.” In Agir Ensemble. L’action Didactique Conjointe du Professeur et des élèves, edited by G. Sensevy, and A. Mercier, 13–49. Rennes: PUR.
  • Sghaier, D., H. Ben Jomâa, M. Mami, G. Kapazaï, and A. Bouassida. 2019. “L’effet des Pratiques Ostensives sur le Rapport au Savoir Dans L’enseignement de la Natation: Deux études de cas.” eJRIEPS Hors Série 2: 80–97.
  • Vors, O., A. Girard, N. Gal-petitfaux, B. Lenzen, N. Mascret, A. Mouchet, S. Turcotte, and F. Potdevin. 2020. “A Review of the Penetration of Francophone Research on Intervention in Physical Education and Sport in Anglophone Journals Since 2010.” Physical Education and Sport Pedagogy 25 (4): 331–345.
  • Ward, P., and S. Ayvazo. 2016. “Pedagogical Content Knowledge: Conceptions and Findings in Physical Education.” Journal of Teaching in Physical Education 35 (3): 194–207.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.