TITLE:
Teaching of Physical Education: Focus on the Teaching Preferences of Teachers of Brazzaville
AUTHORS:
David Sylvain Mabassa, Gorgon Lembe, Armel Koulombo, Jean Itoua Okemba
KEYWORDS:
Pedagogical Preferences, Teacher, Pupil, Physical Education Lessons
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.8 No.7,
July
14,
2020
ABSTRACT: The purpose of this study is to identify the pedagogical preferences of the
teacher that appear in the physical education lesson during the assessments and
the pedagogical relationship with the students. The study was carried out in the
colleges of Brazzaville, during the 2018-2019 school years. Twelve (12) EPS teachers
from 24 educational classes participated in the study after drawing lots. That is,
296 students aged 12 to 16 told stories about feelings of injustice, prejudice experienced
or perceived during the physical education lesson with their teacher. Brunelle’s
critical incident sampling technique was used to capture the preferences of the
teacher who most appealed to students. Then they completed, individually and as
many times as they wanted, a form with the following instructions: “Tell us about a situation that happened in physical education
that you found unfair to you or other students. Describe more precisely (when, who,
what) what happened in this situation.” The results obtained showed that out of 06 families
of preferences, 154 stories told by students (41%) were dominated by the management
of the physical education lesson. Then, out of 18 categories of preferences, 7 were
linked to the management of the discipline; the results revealed that 53 stories
told by pupils entailed too severe sanctions and 41 stories told by pupils led to
pedagogical punishments and evocations without right. Thus, students must perceive
the need in their relationship with their physical education teacher so that they
can, if necessary, express their disagreement with the treatment they are receiving
or witnessing.