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Sous la dynamique non verbale des intéractions didactiques, le genre : analyse de l'action conjointe du professeur et des élèves : deux études de cas en EPS

Abstract : This thesis investigates the non-verbal aspects in the teacher’s activity and their impact on knowledge and gender co-construction. Relying on the Joint Action Theory in Didactics, this contribution is based on the observation of two classes and their respective teachers, teaching badminton, in Physical Education. Starting from a methodology combining the observation of videotaped lessons and teachers’ interviews and a two-fold analysis (macro and micro-didactics), the findings shed light on the importance of these non-verbal aspects in the interactions between teacher and students. In both case studies, it is shown how these non-verbal aspects lead, from a didactic point of view, to a gendered and differentiated process of acquiring content knowledge. Beyond these results, this study theoretically reveals the existence of a ‘gendered un-fore-thought’ in the co-construction of physical education knowledge.
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https://tel.archives-ouvertes.fr/tel-00860894
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Submitted on : Wednesday, September 11, 2013 - 2:02:28 PM
Last modification on : Monday, September 14, 2020 - 9:46:03 AM
Long-term archiving on: : Thursday, April 6, 2017 - 6:10:16 PM

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  • HAL Id : tel-00860894, version 1

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Martine Vinson. Sous la dynamique non verbale des intéractions didactiques, le genre : analyse de l'action conjointe du professeur et des élèves : deux études de cas en EPS. Sociologie. Université Toulouse le Mirail - Toulouse II, 2013. Français. ⟨NNT : 2013TOU20002⟩. ⟨tel-00860894⟩

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