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Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education |
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| Authors: | Jérôme Leriche Jean-François Desbiens Chantal Amade-Escot Richard Tinning |
| Institution: | 1. Département d’éducation physique, Cégep de Sherbrooke, Sherbrooke, Quebec, Canada;2. Faculté des sciences de l’activité physique, Université de Sherbrooke, Sherbrooke, Quebec, Canadajerome.leriche@cegepsherbrooke.qc.ca;4. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, Quebec, Canada;5. Education Formation Travail Savoir (EFTS), Université de Toulouse Jean Jaurès, Toulouse, France;6. University of Queensland, Brisbane, Australia |
| Abstract: | ABSTRACTA 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. |
| Keywords: | Classroom ecology paradigm didactique research program physical education conceptual compatibility |