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DC Field | Value | Language |
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dc.contributor.author | Karoui, Hiba Abdelkafi | - |
dc.contributor.author | Jomâa, Hejer Ben | - |
dc.contributor.author | Kpazaï, Georges | - |
dc.date.accessioned | 2020-02-12T16:58:06Z | - |
dc.date.available | 2020-02-12T16:58:06Z | - |
dc.date.issued | 2018-02-01 | - |
dc.identifier.citation | International Journal of Learning, Teaching and Educational Research Vol. 17, No. 2, pp. 87-98, February 2018 https://doi.org/10.26803/ijlter.17.2.6 | en_US |
dc.identifier.uri | https://zone.biblio.laurentian.ca/handle/10219/3420 | - |
dc.description.abstract | This study aims, within a clinical didactics framework, to identify the crucial role of “proxemics” (Hall, 1966, 1973), as a major driver of the non-verbal interaction within the teaching-learning process in Physical Education (PE) and the relationship that it maintains with ostension. We proceeded with a double analysis (quantitative and qualitative) case study of a Physical Education teacher‟s in situ practice in order to identify this singularity (Terrisse, 2000). Results show a significant dependence between the use of didactic distance types (Forest, 2006) and ostension types (Salin, 2002) utilized in his teaching practice. As a result, we noticed that “distance” is intimately related to different types of ostension and has a major role, as an implicit form of interaction, in the regulation and the management of didactic situations. | en_US |
dc.language.iso | en | en_US |
dc.subject | Clinical didactic | en_US |
dc.subject | proxemics | en_US |
dc.subject | ostension | en_US |
dc.subject | physical education | en_US |
dc.subject | case study | en_US |
dc.title | Teaching practice between ostension and proximity: the case of a seasoned physical education teacher in clinical didactics | en_US |
dc.type | Article | en_US |
Appears in Collections: | Georges Kpazaï - Articles |
Files in This Item:
File | Description | Size | Format | |
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Hiba, Hejer & Kpazaï IJTLER 2018.pdf | 467.85 kB | Adobe PDF | View/Open |
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