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Comparative Analysis of Teaching and Learning Interactions in Physical Education and Sport in Haiti and Martinique

This study compares the systems of teaching and learning physical education and sport in the first two cycles of fundamental school and elementary school in Haiti and Martinique. It analyzes the contextualization process and its impact on curriculum, teaching practices, and student learning.

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Comparative Analysis of Teaching and Learning Interactions in Physical Education and Sport in Haiti and Martinique

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  1. Contextualizing teaching and teaching of the Physical Education and Sport in Haiti and Martinique to the first two cycles of the fundamental school and elementary school: comparative analysis of systems of teaching and learning interactions in socio-didactic approach Preslet MEGIE PhD student in education sciences Université des Antilles – ÉSPÉ Guadeloupe CRREF (EA 4538)

  2. Introduction ●Derivative of two systems of school education within a single discipline of teaching (PES) through a comparative analysis ●Research work based on the process of contextualization as confrontation between various contexts ●Original work on Haiti and Martinique in order to provide new leads to reflections on regional, national and international

  3. Starting questions ●What is the institutional vision of the PES? ● What are the designs of the PES by the teachers, what are the reported practices of the PES? ● What are the gaps or joints between the curriculum prescribed, declared and real? ● What think students have learned?

  4. Three goals ● Convergent and divergent points in the school forms of PES in Haiti and Martinique ● Effects of the context on the design of curricula and the effects of context on the transmitted knowledge ● Analyse the specificities of didactic interaction in Haiti and Martinique

  5. Research issues ●Identification of the elements of context in teaching of the PES in the first two cycles of the fundamental in Haiti school and elementary school in Martinique ● Description, interpretation and analysis of the educational aims of the two school systems compared to our object of study ● Description, interpretation and analysis of the elements with similarities and likenesses under different aspects (social, cultural, historical, etc)

  6. Theoretical framework Comparative education ↓ Bring out the elements of specificity and genericity of the two school systems in the light of the local context and didactic actions Socio-didactic ↓ crossover look between sociological and didactic ↓ in conjunction with the contextualization (contextualization as interactive relationships between the acting teacher and the context according to Blanchet, 2009) Disciplinary didactic and comparative didactic ↓ comparative didactic of teaching practices of the EPS of two countries: highlighting of didactic intentions and teaching interaction

  7. Research problem Study of the effects of context on the transmitted knowledge and teaching strategies What are the effects of specific contexts ● on the evolution of knowledge in the class and the conditions of their transmission? ● on the teaching strategies

  8. MethodTwo levels of analysis

  9. Results

  10. Comparison of the main features of the profiles of the 17 teachers in the two territories

  11. Different designs of PES

  12. Design of the student

  13. Different roles of the 17 teachers interviewed

  14. Different acts of contextualization by territory

  15. Interviews with thirty-two students

  16. Different actions of 17 teachers related to the filmed lessons

  17. Discussion ●Relationship between the prescribed curriculum and the real curriculum about the level of citizenship ●Discrepancy between declared and actual prescribed curriculum at the level of the number of hours for the teaching of the EPS ●Cultural and material contexts items tracking (see Special Edition No. 3 of 2008 soundtrack, filmed in Haiti lessons) ●Dominant learning reported by students: physical sports and artistic activities, play as a team and listen to ●Dominance of the actions of teachers: definition/mesogenesis

  18. Conclusion/Perspectives ●Haiti: limitation of learning related to material constraints ●Martinique: limitation of learning related to behavioural constraints ●Question the teaching of the EPS in Haiti and Martinique and bring new ways of thinking to current research on the issue of didactic contextualization ●Comparative study: contextualization of the PES in elementary school in the overseas department and hexagonal France

  19. megiepreslet@yahoo.fr THANK YOU FOR YOUR ATTENTION

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