Please use this identifier to cite or link to this item:
https://zone.biblio.laurentian.ca/handle/10219/3432
Title: | The effect of the relationship to knowledge of physical education teachers on the ostensive forms in swimming |
Authors: | Hsouna, Hejer Ben Jomâa Ben Sghaier, Donia Mami, Mohamed Kpazaï, Georges |
Keywords: | Ostension;physical education teachers;relationship to knowledge;clinical didactics;swimming |
Issue Date: | 1-Dec-2017 |
Citation: | European Journal of Educational Sciences, EJES December 2017 edition Vol.4, No.4 ISSN 1857- 6036 |
Abstract: | This article is interesting in ostensive forms of two physical education (PE) teachers within the activity of Swimming in Tunisia. Its objective is to analyze the ostensive forms of PE teachers and to extricate their effects on the relationship to knowledge. The methodology of the research is qualitative. It subscribes in the field of didactic clinical interactions of PE and on the clinical analysis of teaching practice of an experimented and a novice teacher in order to glimpse « case by case » the singular subject (Terrisse, 1999). Data collection and analysis subscribe in the constructed temporality in one time of professorial action. The test (Terrisse, 2000) relies on the knowledge ostension scale (Robert, 2012; Salin, 2002). Results put in evidence that PE teachers use ostensive forms to influent the relationship to knowledge in Swimming. |
URI: | https://zone.biblio.laurentian.ca/handle/10219/3432 |
ISSN: | ISSN 1857- 6036 |
Appears in Collections: | Georges Kpazaï - Articles |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Hejr et al. EJER vol. 4. 2017.pdf | 661.45 kB | Adobe PDF | View/Open |
Items in LU|ZONE|UL are protected by copyright, with all rights reserved, unless otherwise indicated.