Physical Education in Tunisia: Teachers' Practical Epistemology, Students' Positioning and Gender Issues

Autor/inn/en	Amade-Escot, Chantal; Elandoulsi, Souha; Verscheure, Ingrid
Titel	Physical Education in Tunisia: Teachers' Practical Epistemology, Students' Positioning and Gender Issues
Quelle	In: Sport, Education and Society, 20 (2015) 5, S.656-675 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2014.997694
Schlagwörter	Physical Education; Epistemology; Foreign Countries; Gender Differences; Sociocultural Patterns; Athletics; Physical Education Teachers; Interviews; Teacher Attitudes; Course Content; Equal Education; Video Technology; Units of Study; Institutional Characteristics; Correlation; Cultural Context; National Curriculum; Secondary School Students; Guidelines; Observation; Tunisia + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Erkenntnistheorie; Ausland; Geschlechterkonflikt; Soziokulturelle Theorie; Leichtathletik; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Interviewing; Interviewtechnik; Lehrerverhalten; Kursprogramm; Lerneinheit; Korrelation; Sekundarschüler; Richtlinien; Beobachtung; Tunesien
Abstract	This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01