Abstract
The concept of social representations is a polymorphous concept and is not always stable due to its interdisciplinary nature. In this paper, we will try to identify, on the one hand, the semantic universe of social representations of teachers and then identify the socio-cognitive and pedagogical processes which are at their origin, and on the other hand, tackle the problematic of the effects of social representations of students’ participation in physical education sessions as seen by Tunisian teachers. Actually, this study is part of a central question: “What does talking about social representations mean?”. As part of a convenience sampling, 200 novice and experienced physical education teachers voluntarily participated in this study. All the teachers work in secondary schools in the region of Sfax. The results of the study show that externals influence the relation-ship with the teacher, the relationship with others and pupils’ motivation plays a key role in students’ participation or non-participation during physical education.
Highlights
In order to define the concept of social representations, it would be advisable to make conceptual clarifications aimed at identifying the similarities and differences between social representations and some related concepts namely opinions, attitudes, ideologies, contemporary myths, images, stereotypes and prejudices
Purpose of the study: The objective of this study is to carry out a study aimed to analyze the conceptions of Tunisian teachers about the issue of exemption certificate in physical education: quantitative aspect of the problem and perceived origins
The first is an interview with PE-STs in order to have data that can be useful in this study as their age and experience in teaching and we presented to them the step of this research
Summary
In order to define the concept of social representations, it would be advisable to make conceptual clarifications aimed at identifying the similarities and differences between social representations and some related concepts namely opinions, attitudes, ideologies, contemporary myths, images, stereotypes and prejudices. How to cite this paper: Damak, M. Analysis of Teacher Perception’s of Students’ Participation in Physical Education Session in Sfax. Bahloul are much more than mental-type images. They are linked to the social domain, to concrete reality. Social representations are not mere “opinions about a phenomenon”, “attitudes toward an individual or a group,” “images on the other” (otherness). They are rather true theories, collective knowledge aimed at interpreting and changing reality
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