Abstract
This research is part of an educational framework for analyzing teaching practices. It attempts to understand teachers’ practices in physical education. For this matter, it relies on the theoretical framework of didactic joint action. Using “ordinary didactics” Schubauer-Leoni & Leutenegger, (2002), as a method of observation, we describe the teaching practices of two non-specialized teachers during two gymnastics units in two senior classes. The subject of our research is to joint didactic action in two didactic school systems: the first one is public while the second is private. In other terms, this research attempts the analysis of what the preselected teachers and students say and do while interacting. It attempts to identify teaching conditions that enable students to teach themselves, i.e. practice autonomous learning. The results put in evidence some generic characteristics of the topo-genetic process that may favor task transformation behavior among students in the context of each school system. The results open new perspectives of physical education for teacher education.
Highlights
A number of didacticians have emphasized the fact that students remain all along their secondary curriculum “relentless beginners” (Gréhaigne & Cadopi, 1990; Marsenach & Merand, 1987) and that one learning condition is to better take into account the educational content as an underlying variable of the teaching process
They are Najoua, a teacher in a public school and Sonia, a teacher in a private school, both teachers have more than twenty years of experience, both have had the same university track and graduated from “sciences and technology of physical activities and sports”, both are non-specialized in teaching gymnastics and apart from their initial teacher education they have no previous experience in this activity
We think we have shown in our study that joint action allows for a better understanding of the reasons underlying students’ task transformation behavior
Summary
A number of didacticians have emphasized the fact that students remain all along their secondary curriculum “relentless beginners” (Gréhaigne & Cadopi, 1990; Marsenach & Merand, 1987) and that one learning condition is to better take into account the educational content as an underlying variable of the teaching process. N. Bennour the work of these different authors, the idea that is to be kept in mind is the fact that students’ responsibility in the teaching content has not been investigated at length in the research in physical education. In her thesis, Bennour (2014) has paid special attention to the break that students perform in the didactic contract. Her research has demonstrated that students can sometimes when performing task transformation behavior find by themselves appropriate ways for their own learning
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