This paper aims to describe the conditions of students’ productive disciplinary engagement in the teaching of gymnastics in Tunisia. It calls attention to how the breaches of didactic contract may contribute to knowledge progression is the classroom and how students contribute to situated didactic process. Students’ engagement was investigated within the didactic joint action theoretical framework in conjunction with the Anglo-Saxon theoretical framework of “‘Productive disciplinary engagement’. The data were collected through classroom ethnographic observations using video recording and interviews with a female teachers in public institution. The study was conducted in two steps : a macro analysis of students’ cooperation during three lessons of the unit, and a micro-didactic analysis which focused on students’ actions during significant episodes of task transformations. The findings characterize the conditions under which students teach themselves through modifications of the didactic milieu (mesogenesis) and point out generic patterns linked to a specific topogenetic process that enrolls students in a productive disciplinary engagement.

This research is part of an educational framework for analyzing teaching practices. It attempts to understand teachers’ practices in physical education. For this matter, it relies on the theoretical framework of didactic joint action. Using “ordinary didactics” Schubauer-Leoni & Leutenegger, (2002), as a method of observation, we describe the teaching practices of two non-specialized teachers during two gymnastics units in two senior classes. The subject of our research is to joint didactic action in two didactic school systems: the first one is public while the second is private. In other terms, this research attempts the analysis of what the preselected teachers and students say and do while interacting. It attempts to identify teaching conditions that enable students to teach themselves, i.e. practice autonomous learning. The results put in evidence some generic characteristics of the topo-genetic process that may favor task transformation behavior among students in the context of each school system. The results open new perspectives of physical education for teacher education.

This article sets to study the reactions of student teachers towards students’ disruptive behaviors in high school. A delayed video-scopic analysis has been performed using the “Disciplinary Incidents Analysis System” (Brunelle, Brunelle, Gagnon, Goyette, Martel, Marzouk, & Spallanzani, 1993). A total of 1379 reactions to disruptive behaviors have been recorded in Tunisian student teachers enrolled in the last year of their teacher education in the License-Masters-Doctorate (LMD) system. The results show a clearly low level of student teachers’ intervention since they frequently opt for ignorance of disruptive behavior. In fact, a high predominance of the reaction “ignore” (56.9%) qualifies these interventions, while interactive reactions are seldom used (17.4%). Following these results, a readjustment is probably required in both the practical and theoretical parts of teacher education of Tunisian student teachers. This may occur by making teaching disruptive behaviors’ management at school part of the curriculum

This article aims at describing and analyzing students' disruptive behaviors and comparing them in terms of their degree of intensity in the course of physical education lessons performed by student teachers.The delayed video-scopic analysis was performed using the "Disciplinary Incidents Analysis System".A total of 1900 disruptive behaviors (DB) were recorded including 1379 seen by student teachers and 521 other behaviors not seen.Results testify that the observed physical education lessons show a very high degree of disruptions with a mean reaching 67.8 DB per session, i.e. 1.2 DB per minute.Besides, a high proportion of DB with a low density (43.7%) and a moderate density (46.7%) was recorded in the classes under investigation.These results presupposed that the learning conditions that prevailed during the observed sessions were not optimal to invite us, consequently, to conduct further investigations in order to determine their reasons.

In this article, we describe a particular aspect of the teaching-learning process: students’ cooperation. Our research attempts to understand the modalities of student engagement at a private institution in Tunisia. We mobilize the theoretical framework of the ecology of physical education (Tousignant, 1982) as a framework for this research. The data results from video recording and ethnographic observations of a gymnastics cycle conducted by a teacher specialist of tennis. The study was conducted according to a macroscopic analysis of students’ behavior of cooperation during three sessions of school education of gymnastics. Through the comparison of forms of engagement for contrasted students (high vs. low), the results reveal recurring characteristics and differences in degrees of cooperation between students according to their school levels.

This study encourages decision making in the field of university training of Physical Education and Sports teachers. It consists in observing and analysing the evolution of pre and post active planning of intern students and identifying their didactic competence during the internship period. Following a qualitative approach a corpus of seventy-two documents prepared by six intern students at the Higher Institute of Sports and Physical Education (ISSEP) in Kef was analyzed. The analysis of these document is based on “guiding questions” constructed from the normative didactic. The analysis of the data allowed inferences about the didactic competence observed. Case analysis and multi-case analysis revealed a static trend in the evolution of specific competence in planning. The appearance of recurrent difficulties in some specific competence reveals the thesis of a “survival strategy” developed by intern students. The in-depth analysis of the preparations also revealed an ineluctable effect of “pedagogy by objectives” on the logic and nature of planning and balance sheets of lessons developed. In addition, the study refutes the hypothesis of the suspected effect of the internal logic of sports activities on the nature of planning and unveils a “traditional” conception of teaching physical education.

Abstract This paper summarizes a research that aims to support the decision in the sector of practical training of Physical education’s teachers. The research consists of an analysis of the content of the counseling meeting, as well as the identification of the effective contribution of associate teachers (EA) with students trainees (ES). In a qualitative approach, we analyzed the content of 16 counseling meeting, registered with four dyads EA/ES, distributed on three reception’s institutions in the governorate of Tunis. The analysis is based on a categorical analysis, which is a division of EA’s discourse in thematic units based on three constituents with a theme of “organization”, “interventions with students” and “taught content”. The analysis inter-categorical of counseling meeting allowed us, in particular, to point the priority concerns of the EA for the organizational aspects in terms of didactical aspects. These results suggest doubting the quality of the contribution of EA. However, these results must be nuanced if we consider conditions and constraints of supervision.

The aim of this study is to describe the speech act of girls facing handball play situations and then see how to construct efficient action rules. The used method is choosing a descriptive, exploratory and heuristic analysis of the discursive practices of a group of girls (8 hoursof effectivelessons, 14 girls aged 14, T =12 hours of actual practice). The study includes analyze of girl’s speech during the debate of idea’s situa-tion. On the other hand,we aim the extraction of effective action rules. The quantitative study showed that speech productions increase notably more than the evolution of action rules formulation during the cycle. The qualitative analysis showed that the decisions made by the girls guide to re-question the relationship to knowledge in the educative cycles using collective sport games. Added to that, integrating moments where students can debate and share opinions about the game is didactically interesting in order to broaden and refine their repertoire of solutions to win.

The purpose of this paper is to describe the language interaction of pupils in a football game situation and to show how the action plans are implemented.We have opted for a descriptive/exploratory methodology that seeks to convey the pupil's language typologies: 8 sessions lasting one hour each with 14 boys aged 18 years and T = 8 hours of actual practice.The goal is to help pupils to understand what happens during the play situation in order to co-construct and implement a project of collective action.The study includes: 1) a qualitative analysis (Roulet, 1987) of Team "A" which aims to identify action projects developed by the boys, 2) a quantitative analysis of the same team (Gréhaigne, Billiards, & Laroche, 1999) seeking to check the implementation of these projects.The quantitative study showed that pupils were able to validate their action plans during the eight sessions.These results should be linked to the notion of "communication contract".Indeed, in every act of communication, partners understand and interact with each other by validating what makes sense to them, namely: "the collective intentions" (Searle, 1991), "joint intentionality" (Sensevy, 2008) and "negotiation" (Kerbrat-Orecchioni, 1984).

The purpose of this article is to identify action projects developed by boys at a time of debate ideas then see how to implement these projects in game situations The method used is to choose for descriptive analysis, exploratory discursive practices of a group of boys (8 lessons, 14 boys 14 years: T = 6 hours of actual practice. In this research it was decided to: 1) study qualitative discourse analysis of the boys situation debate of ideas and identification of projects of action set, 2) a quantitative study: verification of the achievement of these common decisions. Validation action projects for both teams appear from the 6th session and allow progression for the second position played. The boys at the end of cycle better interpreting the relations of opposition and opt for more action projects feasible.

IJAR - Indian Journal of Applied Research (IJAR) IJAR is a double reviewed monthly print journal that accepts research works from scholars, academicians, professors, doctorates, lecturers, and corporate in their respective expertise of studies.