The purpose of this study is to identify the pedagogical preferences of the\nteacher that appear in the physical education lesson during the assessments\nand the pedagogical relationship with the students. The study was carried out\nin the colleges of Brazzaville, during the 2018-2019 school years. Twelve (12)\nEPS teachers from 24 educational classes participated in the study after drawing\nlots. That is, 296 students aged 12 to 16 told stories about feelings of injustice,\nprejudice experienced or perceived during the physical education lesson\nwith their teacher. Brunelleâ??s critical incident sampling technique was used to\ncapture the preferences of the teacher who most appealed to students. Then\nthey completed, individually and as many times as they wanted, a form with\nthe following instructions: â??Tell us about a situation that happened in physical\neducation that you found unfair to you or other students. Describe more precisely\n(when, who, what) what happened in this situation.â? The results obtained\nshowed that out of 06 families of preferences, 154 stories told by students\n(41%) were dominated by the management of the physical education\nlesson. Then, out of 18 categories of preferences, 7 were linked to the management\nof the discipline; the results revealed that 53 stories told by pupils\nentailed too severe sanctions and 41 stories told by pupils led to pedagogical\npunishments and evocations without right. Thus, students must perceive the\nneed in their relationship with their physical education teacher so that they\ncan, if necessary, express their disagreement with the treatment they are receiving\nor witnessing.
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