Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education

Autor/inn/en	Leriche, Jérôme; Desbiens, Jean-François; Amade-Escot, Chantal; Tinning, Richard
Titel	Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education
Quelle	In: Quest, 68 (2016) 4, S.497-520 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2016.1144516
Schlagwörter	Physical Education; Classroom Environment; Context Effect; Educational Theories; Educational Therapy; Educational History; Educational Environment; Interaction; Accountability; Educational Research; Instruction; Alignment (Education); Teacher Student Relationship; Epistemology; Educational Practices + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Klassenklima; Unterrichtsklima; Educational theory; Theory of education; Bildungstheorie; Lerntherapie; History of education; Bildungsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Verantwortung; Bildungsforschung; Pädagogische Forschung; Teaching process; Unterrichtsprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Erkenntnistheorie; Bildungspraxis
Abstract	A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students' joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01