Abstract
The purpose of this study is to identify and analyze the social representations of primary school teachers in Gabon on the teaching of physical education (EPS). This qualitative study carried on 54 teachers (38 women and 16 men) focused on the school district of the Estuary. The studied variables were the professional training, knowledge of official texts, teaching materials used, the role of EPS in primary school, educational practices and evaluation of EPS of primary school in Gabon and challenges for the teaching of EPS. The results obtained indicated: 1) the scarcity of training and educational support (70% of reports); 2) ignorance of official teaching texts of the EPS in the primary division (88.9% of reports); 3) the presence of a monthly annual programming for teaching the discipline for +68.6% of teachers; 4) inadequate sports infrastructure, educational materials and documentation; 5) respect of the regulatory texts (64.8% of teachers); 6) lack of teaching method for the teaching of EPS (80% of sales); 7) non-participation in the competitions organized by FEGASS. These results show that in Gabon, the teaching of physical education and sports of primary cycle reveals many difficulties compared to other disciplines.
Highlights
IntroductionThis role comes to the purposes that inspire the educational process as a whole
This condition reflected clearly the difficulties of these teachers to ensure the et al cation and sports (EPS) teaching. It is in this context that we identify the representations of Gabonese teachers on the EPS in primary schools and the strategies deployed as decisive actors in the education system
Modern sport sociology has the characteristic to have, in contrast, rediscovered the place and role of the sports teacher at school. This view is brought into the theoretical framework of social representations through examining the concept of the EPS or discipline, by multiple questions: 1) What are strategies of Educational Ministry on the development of EPS in Gabonese primary cycle? 2) What are the factors limiting the practice of EPS in primary school in Gabon? 3) What are representations of primary teachers on EPS teaching? 4) How do they put in daily work that they teach in their classes? To answer these questions, we suppose that the dysfunction of the teaching of EPS in primary school in Gabon is linked with opinions, practices, attitudes and judgments about this scholar discipline, the quality sports facilities, the working conditions, the collaboration between teachers and educational authorities and the methods employed
Summary
This role comes to the purposes that inspire the educational process as a whole He explained by the objectives of the teaching/ learning of school subjects, especially EPS; these objectives must, through content and skills, improve mental, social, psychological and physical capacities of students, as function as translate and deductions purposes [3] [4]. Modern sport sociology has the characteristic to have, in contrast, rediscovered the place and role of the sports teacher at school This view is brought into the theoretical framework of social representations through examining the concept of the EPS or discipline, by multiple questions: 1) What are strategies of Educational Ministry on the development of EPS in Gabonese primary cycle? This view is brought into the theoretical framework of social representations through examining the concept of the EPS or discipline, by multiple questions: 1) What are strategies of Educational Ministry on the development of EPS in Gabonese primary cycle? 2) What are the factors limiting the practice of EPS in primary school in Gabon? 3) What are representations of primary teachers on EPS teaching? 4) How do they put in daily work that they teach in their classes? To answer these questions, we suppose that the dysfunction of the teaching of EPS in primary school in Gabon is linked with opinions, practices, attitudes and judgments about this scholar discipline, the quality sports facilities, the working conditions, the collaboration between teachers and educational authorities and the methods employed
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