Joint Action in Didactics and Classroom Ecology: Comparing Theories Using a Case Study in Physical Education

Autor/inn/en	Amade-Escot, Chantal; Venturini, Patrice
Titel	Joint Action in Didactics and Classroom Ecology: Comparing Theories Using a Case Study in Physical Education
Quelle	In: Interchange: A Quarterly Review of Education, 46 (2015) 4, S.413-437 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-015-9263-5
Schlagwörter	Educational Theories; Teaching Methods; Case Studies; Middle Schools; Disadvantaged Schools; Physical Education; Ethnography; Ecology; Classroom Environment; Teacher Student Relationship; Learning Strategies; Learning Theories; Epistemology; Foreign Countries; France + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; Körpererziehung; Sportunterricht; Ethnografie; Ökologie; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Erkenntnistheorie; Ausland; Frankreich
Abstract	This paper examines the respective contribution of two theoretical approaches to teaching and learning: the classroom ecology (CE) framework from Anglo-American research and the joint action in didactics (JAD) framework, which is part of French "didactique" research. This theoretical comparison is grounded in data from a case study in a Physical Education class in a French middle school located in an underprivileged area. Comparing how both frameworks account for classroom life (here, teaching and learning in Physical Education) enables us to uncover the unique contributions and limitations of each. As for commonalities, both frameworks examine the dynamics of teaching and learning based on ethnographic approaches. Although CE and JAD both focus on classroom settings and depict teacher-student interactions, they do not have the same background. We argue that the pragmatist and historico-cultural stances of the JAD framework have the potential for capturing in-depth the ways in which knowledge is enacted through teacher and student transactions, and therefore can help expand and deepen the CE epistemological approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01