Accessing the practical epistemologies of teacher and students to understand the shaping of the enacted curriculum
DOI:
https://doi.org/10.24452/sjer.45.3.10Keywords:
Practical epistemology; enacted curriculum; joint action in didactics; physical and sports educationAbstract
The aim of this study is to document the practical epistemologies of the teacher and students in the case of a cycle of acrobatics in the final year of high school, to better understand the shaping of the enacted curriculum. Classroom observation data are cross-referenced with semi-structured teacher and students interview data to infer elements of practical epistemology. The results show that teachers and students have different conceptions of the knowledge to be taught/learned and the knowledge for teaching/learning. The focus on two groups of students reveals a variety of students’ practical epistemologies, sometimes different from the teacher’s practical epistemology.
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This work is licensed under a Creative Commons Attribution 4.0 International License.