Georges Kpazaï - Articles

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Browsing Georges Kpazaï - Articles by Subject "Clinical didactic"

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    Sports Expertise as a Predisposing Factor to Decisional Process Among Physical Education Teachers: A Case Study
    (2020-09-01) Abdelkafi, Hiba; Jomâa, Hejer Ben; Chtara, Salma Majdoub; Naceur, Abdelmajid; Kpazaï, Georges
    This paper focuses on evaluating the impact of sports expertise as the embodied experience in a sports activity on the decisional process of an expert physical education teacher. Both qualitative and quantitative studies were applied within a mixed-approach using a single case study. A clinical didactics methodology was employed with three important tenses of the teaching practice (already-there, test, after-work). To understand the internal determinants that monitor the teaching practice of our participant, semistructured interview was used, in situ filmed observation and content analysis. Results indicate that personal determinants, the experiential and embodied “already-there” related to sports expertise, have a significant impact on the “personal” relationship to knowledge and the bodily awareness. This can be noticed by the way knowledge is delivered through a high recurrence to direct physical ostension demonstration by the teacher’s body. Sport expertise is a major determinant of teacher’s pedagogical and didactical conducts resulting from a subjective decisional process.
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    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.