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Conduite de l’entretien auprès des jeunes scolaires : le cas de l’autoconfrontation dans une approche « orientée – activité »
| Content Provider | Semantic Scholar |
|---|---|
| Author | Guérin, Jérôme Méard, Jacques |
| Copyright Year | 2014 |
| Abstract | Cet article rend compte de l’usage de la methode de l’entretien d’autoconfrontation dans le cadre d’une recherche visant a decrire et comprendre l’activite collective d’eleves en education physique et sportive (EPS). Nous examinons plus particulierement les verbalisations des eleves dans l’interaction avec le chercheur et les traces audiovisuelles de leur activite en classe. L’analyse qualitative de 25 entretiens collectifs et individuels avec des eleves âges de 13 a 17 ans a mis en evidence que la construction d’une position de parole a la premiere personne a propos de son activite en classe etait un processus long, dynamique et lie aux modalites d’accompagnement du chercheur. Les analyses montrent que l’entretien est aussi une situation de regulation de l’action en classe au cours de laquelle les eleves construisent de nouvelles connaissances a propos de leur activite. Une derniere partie precise les conditions methodologiques a reunir pour que la parole des eleves ait un statut de donnees dans des recherches qualitatives en education a propos de l’activite. Abstract This article reports on the use of self-confrontation interviews with young students in a qualitative research project that aimed to describe and understand students’ collective activities in sports and physical education. Students’ verbalizations and their interactions with the researcher were examined, as well as the videos of their activities in the classroom. The content analysis of 25 interviews with 13- and 17-year-old pupils showed that the students were not spontaneously able to explain what made sense for them in the classroom. This is a dynamic and long process that must be encouraged and assisted by the researcher. The analysis highlighted that self-confrontation interviews provide the possibility to construct new knowledge about the classroom experience. Finally, the methodological requirements for building verbalization data about a situation experienced in the classroom are detailed. |
| Starting Page | 120 |
| Ending Page | 120 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Volume Number | 37 |
| Alternate Webpage(s) | http://journals.sfu.ca/cje/index.php/cje-rce/article/download/1493/1672 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
