Browsing by Author "Karoui, Hiba Abdelkafi"

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A clinical didactics analysis of the use of proxemics forms in the teaching-learning process of sports and physical education setting: a case study in Tunisia
(2018-01-01) Jomâa, Hejer Ben; Karoui, Hiba Abdelkafi; Chihi, Hela; Majdoub, Selma; Kpazaï, Georges
This paper aims to explore the link between teacher’s use of proxemics and the “link to body” and its impact on teaching act through the analysis of the teaching practice of one Physical Education (PE) teacher named (E). Relying on a clinical didactic methodology based on a “case study” (Terrisse, 2003; Ben Jomaa, Chihi, Sghaier, Mami & Kpazaï, 2017), two types of data were collected. The observation and the video recording of two PE sessions (gymnastics and volleyball) allows to obtain quantitative data in terms of the amount of proxemics types (Hall, 1966) used by the teacher in each teaching session. To collect the qualitative data, different types of interviews (already-there, post-stroke, ante and post session) were conducted with the same teacher in different research temporalities. As a result, the triangulation of these two types of data (Huberman & Miles & De Backer, 1991) shows an obvious correlation between the use of proxemics types and the link to body (Jourdan, 2006). When he gets close, especially in gymnastics setting, he maintains an intimate link to the body through touching and manipulating liberally student’s body parts. When he stays distant, he sometimes shows a narcissistic aspect by showing off his corporal skills in terms of his unconscious “impossible to support”, although he sometimes manifests a distant and repulsive link to body when he faces a paucity of knowledge especially in volleyball.
The construction of professional identity of beginning university teachers - two cases studies from Tunisia
(2018-07-01) Jomâa, Hejer Ben; Majdoub, Salma; Karoui, Hiba Abdelkafi; Kpazaï, Georges
This article examines the relationship that may exist between the “link to knowledge” and “professional identity” which refers to the process through which the beginning university teacher can or cannot identify himself professionally. These different relationships determine the identity construction process of beginning university teachers, which is constructed in and through his experience. We used the study of “case by case” and “one by one” (Terrisse, 2009) within a clinical didactic methodology. It is about an in depth study of a “singular, divided and subjected” subject which relies on qualitative study method”. The data analysis is organised through three important tenses: the already-there, the test and the post-stroke”. The originality of our study is to analyse the identity construction process of two beginning university teachers in the region of Tunis, through a crossed case study. The in situ observation of four theoretical, the semi-structured interviews (a priori, ante and post session and post-stroke) and the continent analysis, allow us to unveil the mechanism (conscious and unconscious) of the identity construction of these beginning university teachers as well as its evolutionary and moving dynamics especially at the first years in teaching job.
La question du rapport au corps dans la formation en STAPS : Cas de deux enseignants universitaires tunisiens
(2020-04-01) Chtara, Salma Majdoub; Jomâa, Hejer Ben; Karoui, Hiba Abdelkafi; Naceur, Abdelmadjid; Kpazaï, Georges
Comment le corps de l’enseignant universitaire expérimenté se déploie-t-il en formation pratique STAPS ? Cette étude comparative de l’effet du rapport au corps de deux enseignants universitaires expérimentés sur leurs pratiques enseignantes se base sur une double filiation théorique : didactique et clinique d’inspiration psychanalytique (Terrisse & Carnus, 2009 ; Carnus & Terrisse, 2013). Elle constitue le prolongement des travaux de l’EDiC sur la didactique universitaire (Sghaier, Ben Jomâa, Mami, Kpazaï, & Bouassida, 2019 ; Ben Jomâa, Abdelkefi, Chili, Majdoub, & Kpazaï, 2018) et se réfère ainsi au cadre théorique de la didactique clinique universitaire à perspective de formation (Romainville, 2002 ; Altet, 1994 ; Perrenoud, 1994). Le primat accordé à l’analyse de la place du rapport « différentiel » au corps dans l’enseignement supérieur, à travers le prisme de l’expérience professionnelle et au regard du genre (Ben Jomâa, 2019) vise à étudier les articulations entre rapport au corps, genre et action didactique. Cette prise en compte a priori et a posteriori de la pratique enseignante s’organise à travers deux études de cas rapprochés, dont nous avons l’intention d’examiner et d’en comparer notamment le rapport au corps (féminin vs masculin) et son rôle dans les choix didactiques, quant à l’usage de la distance « didactique », des formes ostensives et des formes de proxémie sous un angle clinique. Cette recherche se veut descriptive et compréhensive. Elle se focalise sur l’analyse des ressorts de l’acte d’enseignement au supérieur à travers une épistémologie pratique privée, un déjà-là singulier et des postures professorales différenciées. Les résultats de la présente recherche ont permis d'identifier un rapport « différentiel au corps » qui se déploie. L'enseignant masculin a un rapport techniciste au corps, tandis que l'enseignante féminin a un rapport régulateur au corps. Ce rapport « différentiel au corps » est révélateur d’un rapport au savoir singulier, propre à l'histoire de chaque enseignant.
Teaching practice between ostension and proximity: the case of a seasoned physical education teacher in clinical didactics
(2018-02-01) Karoui, Hiba Abdelkafi; Jomâa, Hejer Ben; Kpazaï, Georges
This study aims, within a clinical didactics framework, to identify the crucial role of “proxemics” (Hall, 1966, 1973), as a major driver of the non-verbal interaction within the teaching-learning process in Physical Education (PE) and the relationship that it maintains with ostension. We proceeded with a double analysis (quantitative and qualitative) case study of a Physical Education teacher‟s in situ practice in order to identify this singularity (Terrisse, 2000). Results show a significant dependence between the use of didactic distance types (Forest, 2006) and ostension types (Salin, 2002) utilized in his teaching practice. As a result, we noticed that “distance” is intimately related to different types of ostension and has a major role, as an implicit form of interaction, in the regulation and the management of didactic situations.