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ERIC Number: EJ1080582
Record Type: Journal
Publication Date: 2015-Nov
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0826-4805
Joint Action in Didactics and Classroom Ecology: Comparing Theories Using a Case Study in Physical Education
Amade-Escot, Chantal; Venturini, Patrice
Interchange: A Quarterly Review of Education, v46 n4 p413-437 Nov 2015
This paper examines the respective contribution of two theoretical approaches to teaching and learning: the classroom ecology (CE) framework from Anglo-American research and the joint action in didactics (JAD) framework, which is part of French "didactique" research. This theoretical comparison is grounded in data from a case study in a Physical Education class in a French middle school located in an underprivileged area. Comparing how both frameworks account for classroom life (here, teaching and learning in Physical Education) enables us to uncover the unique contributions and limitations of each. As for commonalities, both frameworks examine the dynamics of teaching and learning based on ethnographic approaches. Although CE and JAD both focus on classroom settings and depict teacher-student interactions, they do not have the same background. We argue that the pragmatist and historico-cultural stances of the JAD framework have the potential for capturing in-depth the ways in which knowledge is enacted through teacher and student transactions, and therefore can help expand and deepen the CE epistemological approach.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Grant or Contract Numbers: N/A