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ERIC Number: EJ1062424
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1357-3322
Physical Education in Tunisia: Teachers' Practical Epistemology, Students' Positioning and Gender Issues
Amade-Escot, Chantal; Elandoulsi, Souha; Verscheure, Ingrid
Sport, Education and Society, v20 n5 p656-675 2015
This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tunisia