Abstract
The purpose of this study is to identify the pedagogical preferences of the teacher that appear in the physical education lesson during the assessments and the pedagogical relationship with the students. The study was carried out in the colleges of Brazzaville, during the 2018-2019 school years. Twelve (12) EPS teachers from 24 educational classes participated in the study after drawing lots. That is, 296 students aged 12 to 16 told stories about feelings of injustice, prejudice experienced or perceived during the physical education lesson with their teacher. Brunelle’s critical incident sampling technique was used to capture the preferences of the teacher who most appealed to students. Then they completed, individually and as many times as they wanted, a form with the following instructions: “Tell us about a situation that happened in physical education that you found unfair to you or other students. Describe more precisely (when, who, what) what happened in this situation.” The results obtained showed that out of 06 families of preferences, 154 stories told by students (41%) were dominated by the management of the physical education lesson. Then, out of 18 categories of preferences, 7 were linked to the management of the discipline; the results revealed that 53 stories told by pupils entailed too severe sanctions and 41 stories told by pupils led to pedagogical punishments and evocations without right. Thus, students must perceive the need in their relationship with their physical education teacher so that they can, if necessary, express their disagreement with the treatment they are receiving or witnessing.
Highlights
The teaching-learning process is determined by both the teacher and the student in the educational context (Dyson, 1995)
The purpose of this study is to identify the pedagogical preferences of the teacher that appear in the physical education lesson during the assessments and the pedagogical relationship with the students
We hypothetized that: the evaluations and the educational relationship reflect the feelings of injustice manifested by the teacher and experienced by the students through the behaviors they adopt in physical education
Summary
The teaching-learning process is determined by both the teacher and the student in the educational context (Dyson, 1995). This learning climate is often marked by the dominance of teachers’ feelings of preference. From this flows the cry of indignation that has been living in the students since the start of school. High school students are more sensitive to merit problems, if only because of the play of orientations and streams, the weight of the school report, the role of grades, etc. Many students discover that the work provided in physical education does not guarantee the mark. Debardieux (1990) reveal that feelings of preferences appear in different areas, in terms of evaluation in physical education, orientation decisions, educational relationship, punishments, the impossibility of complaining or even the assignment in a class which mainly includes weak students (bad class)
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