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ERIC Number: EJ816022
Record Type: Journal
Publication Date: 2007-Nov
Pages: 28
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1740-8989
The Gendered Construction of Physical Education Content as the Result of the Differentiated Didactic Contract
Verscheure, Ingrid; Amade-Escot, Chantal
Physical Education and Sport Pedagogy, v12 n3 p245-272 Nov 2007
Background: Research on gender in physical education has pointed out the social construction of gendered bodies and minds through the curriculum. It has been shown that girls do not benefit from equal opportunities to participate in physical activities. Developed within the theoretical framework of the "didactique" tradition, this paper tries to understand how teacher and students (girls and boys) jointly construct gendered content knowledge during formal episodes of teaching and learning in physical education. Purpose: To focus on student learning with special attention to the gendered content taught and learned with the aim of understanding the differentiated process which is as the root of gender issues in physical education. Setting and participants: Sixteen students (six girls and ten boys) and two teachers during coeducational volleyball units in two high schools ("Lycee") in France. Research design and data collection: The study investigates how the attack is learned in volleyball according to gender through a design experiment within a "didactique" research methodology. The protocol included collecting data regarding student intentions, actions and interpretations of content through the use of lesson observation and pre- and post-lesson participant interviews. Data analysis consisted of the identification and evolution of the differentiated didactic contract (DDC) across the pedagogical interactions which occurred during two learning tasks concerning "how to perform an efficient attack". Findings: Students do not develop the same nature and degree of understanding and performance of the attack in volleyball due to the differentiated ways in which the didactical interactions evolve during formal lessons in physical education. Five factors influence the process: (1) the gendered nature of knowledge; (2) the ways in which the knowledge is developed by the teacher; (3) the gendered perspectives individuals bring into and invoke during the didactical interactions; (4) the evolution of the enacted content knowledge as a consequence of the ongoing process through (5) the tacit and implicit negotiations which originate the differentiated didactic contract. Conclusions: The study supports a research agenda which gives attention to the domain-specific content taught and learned during classrooms interactions. It supports the theoretical idea that curriculum is enacted through micro-social interactions around particular content and within specific contexts. (Contains 2 tables, 3 figures and 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France