La problematique de l'equite : parole aux enseignantes et ensetgnants en education physique
Bibliographic record
Abstract
Normal 0 false false false EN-CA X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Times New Roman; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Un des projets du Reseau national d'action education femmes (RNAEF) est de developper, en partenariat avec les gens du milieu, des outiis et strategies d'intervention pour creer un environnement non-sexiste offrant aux jeunes files francophones vivant en milieu minoritaire les memes opportunites qu'aux garcons en terme de developpement et de valorisation au sein des COUTS d'education physique. Cet article porte sur la premiere phase d'une recherche action commandee par Ie RNAEF et portant sur la problematique de l'equite en education physique. Ainsi, sont presentes les resultats de l'enquete nationale et des entrevues individuelles faites aupres d'enseignantes et enseignants en education physique au niveau secondaire (N =40). Les grandes tendances discutees sont a l'effet que les enseignantes et enseignants privilegient les contenus de cours traditionnels, ont des objectifs de cours relies au plaisir et a la participation au jeu d'equipe, percoivent la qualite de la participation comme meilleure dans les cours optionnels et non-mixtes, apprecient plus ou moins la mixite, ne percoivent pas Ie sexisme comme un probleme important en education physique, ne mettent pas la question de l'equite a l'agenda et, en ce qui concerne surtout les femmes enseignantes, percoivent leur situation au sein dut departement d'education physique comme precaire. One of the projects of the Reseau national d'action education femmes (RNAEF) is to develop, in partnership with the community, tools and intervention strategies to create a non-sexist environment that will provide young francophone women living in a minority milieu the same opportunities as given to young men in terms of personal development and validation in physical education classes. This article focuses on the first phase of an action research commissioned by RNAEF and dealing with the issue of equity in physical education. Results of the national survey and individual interviews with high school physical education teachers (N = 40) are presented. General tendencies are discussed: physical education teachers favor traditional course contents, have course objectives linked to fun and participation in team sports, perceive the quality of student participation as better in optional and sex-segregated classes, do not always appreciate co-education, do not perceive sexism as an important problem in physical education, do not discuss gender equity issues, and, particularly as far as women educators are concerned, perceive their situation within the physical education department as precarious.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".