Debates of ideas and secondarisation in PE in a disadvantaged context: Emancipation and double impediment (notice n° 555154)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01786cam a2200169 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121121839.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Poggi, Marie-Paule |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Debates of ideas and secondarisation in PE in a disadvantaged context: Emancipation and double impediment |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 56 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Employing a socio-didactic approach, this study seeks to determine how teacher intervention either increases or reduces social inequality in terms of access to knowledge. The study focuses on a particular teaching strategy used in PE – the “debate of ideas”. The strategy engages students in a “secondarisation” process, encouraging them to move on from practical proficiency in PE skills to a reflective, decontextualised and then recontextualised construction. We observed a PE teacher in seven short secondarisation sessions during a series of six basketball lessons in a disadvantaged environment (vocational secondary school). These sessions were selected, transcribed, and then studied in conjunction with an analysis of interviews conducted with the teacher. The results show that, contrary to expectations, the students take ownership of the strategy. In addition, students are encouraged to speak by the system put in place but are doubly prevented from doing so. Their opportunities to speak are limited by the facts that speaking time is largely taken up by the teacher and that the students are reluctant to get involved in this distanciation process. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Bonbonne, Cathy |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de pédagogie | o 208 | 3 | 2021-01-22 | p. 83-96 | 0556-7807 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2020-3-page-83?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2020-3-page-83?lang=en&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux