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Vers une coéducation en danse en éducation physique et sportive : analyse didactique et prospective des curricula

Abstract : The purpose of this thesis is to highlight both the nature and the construction of the processes inherent of teaching activity contemporary dance in a coeducational context in secondary schools. This study was conducted in the P.E. classes of two female and two male teachers respectively and its aim is to characterise their activity and its impact on coeducation. The intention behind this work is to consider the different questions raised by this categorisation and consider the implications it bas on the potential changes in the school curriculum. Wishing to discover whether the effect of "gender positioning" can influence the experience and beliefs of these teachers, the processes are interpreted through the double filter of, on the one hand, their beliefs and attitudes, and on the other hand, their professional experience. The method of investigation consists first of all in seeing whether different written documents since 1985 (the prescribed syllabus and articles published in the PE review) helped the teachers to perceive the way they teach contemporary dance in a coed context. In order to reach an accurate analysis of the teaching activities, interviews were first conducted with the teachers involved, so as to collect a certain amount of data; then two of their lessons were filmed using both audio and video equipment, and finally the teachers underwent a second individual self analytical interview after observing their activity. After comparing all the data, the results show that the processes of constructing a teaching activity are influenced by a system of interactions which take into account "gender positioning" and the artistic references of each teacher. What is made abundantly clear is the relationship between this system and the choices that were made as to teaching content, the forms and types of communication between teacher and pupil, and the coeducation of pupils in general. Distinct styles of teaching appear, which raise the question of gender approach and the artistic references in teaching contemporary dance. From these different styles it would seem that coeducation is either hampered by the teacher, or impossible, or is possible only under certain conditions (when the pupils go against the teacher's references).
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Contributor : Ens Cachan Bibliothèque <>
Submitted on : Tuesday, December 11, 2007 - 3:10:30 PM
Last modification on : Monday, February 15, 2021 - 10:38:40 AM
Long-term archiving on: : Monday, April 12, 2010 - 6:53:58 AM


  • HAL Id : tel-00195827, version 1


Sabine Thorel-Hallez. Vers une coéducation en danse en éducation physique et sportive : analyse didactique et prospective des curricula. Education. École normale supérieure de Cachan - ENS Cachan, 2007. Français. ⟨tel-00195827⟩



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