Analysis of the activity of PE teachers facing reform: current research

Abstract

A reform has been recently put in place in the Canton of Vaud (Switzerland) about the evaluation program in Physical Education (PE). This new assessment is summative but not certificative (Lentillon-Kaestner et al., 2018). This study aims to better understand the difficulties PE teachers experience when they evaluate their students, in this reform context: first, how they adapt cantonal assessments whilst addressing their concerns; secondly, how they confronted with this reform are able to articulate summative requirements with more formative concerns (addressing assessments for learning, accountability and student engagement in their assessment) (Leirhaug & Annerstedt, 2015; López-Pastor et al., 2013). The theoretical and methodological framework of the study is the Clinic of activity (Clot, 2008) which suppose a development process that finds its source in an intra-psychic conflicts subject (Vygotski, 1978) and the gap between which has been prescribed (i.e. the reform), and what is actually done and what is "hindered" from the activity (Clot, 2008). A qualitative and longitudinal study of six PE teachers sought to analyze their evaluative activity in a context of reform through simple and cross-face self-confrontation interviews. The results presented are partial because the research is in progress. They highlight intra-psychic conflicts among teachers during tests with pupils. They also show a difference between the prescribed activity and the actual activity of the teacher, which is a source of internal conflict for the teacher. Using self-confrontation interviews enabled an open space for teacher development and new solutions (Yvon & Garon, 2006). This study confirms that it is difficult to change evaluation practices. It appears that this reform reactive equity concerns among teachers. That evolution implies making compatible a system of punctual and standardized tests with the correct stakes in tune with an assessment for learning.