موضوع
انجليزي عن الماء للصف الثامن فقرة برزنتيشن
بحث موضوع ملخص جاهز باللغة الانجليزية انشاء
موضوع انجليزي عن ابدا قصير كيفية كتابة موضوع تعبير باللغة الانجليزية توجيهي قواعد
كتابة تعبير بالانجليزي طريقة سهلة لكتابة
تعبير بالانجليزي موضوع تعبير انجليزي يصلح لكل المواضيع كتابة تعبير بالانجليزي عن
نفسك وصف تعبير انجليزي يصلح لكل المواضيع موضوع انشاء شامل لكل المواضيع موضوع يصلح
لجميع المواضيع موضوع تعبير انجليزي جاهز برجراف ينفع لاى موضوع موضوع انجليزي عن الماء قصير وسهل فوائد بالانجليزي
عبارات بالانجليزي طويل اهمية مترجم ثالث ثانوي
اول ثاني ثانوي متوسط خمس سبع ثمان تسع اربع جمل كلمات كلام مقال علمي مقدمة بحث انجليزي
حلول اسباب حل مشكلة موضوع
انجليزي عن الرياضة قصير تعبير عن رياضة السباحة بالانجليزي موضوع
انجليزي عن الرياضة للصف الثامن
تعبير عن الرياضة المفضلة بالانجليزي تعبير
عن رياضة المشي بالانجليزي موضوع انجليزي عن الرياضة كرة القدم موضوع
بالانجليزي قصير وسهل تعبير عن الرياض بالانجليزي قصير موضوع
بالانجليزي قصير وسهل عن الرياضة
Educational competition
The repeated affirmation of the
academic specificity of physical education and sports is a constant in its
history which nevertheless experienced between 1971 and 1981 a revival of
dynamism. It is true that the sports policy led by J. Comiti and JP Soissons is
the main culprit.
The Army, the Hospital, the
Federations and the sports clubs, the youth movements, the municipalities,
without forgetting the families, etc., each of these educational institutions
assign to the physical exercises of the ends and the objectives which are their
own and who, at some point in history, are more or less in competition with the
educational institution. We know that the Army, for example, exercised a real
monopoly in the physical and military preparation of schoolchildren. It
remained for a long time the only institution having qualified cadres, and the
municipalities recruited them to ensure the teaching of the gymnastics made
obligatory by the law of January 27th, 1880. From the end of the 19th century
moreover, this situation is denounced: the teaching of gymnastics can not be
confused with military instruction, and the competence of the gymnastics
teacher is not reduced to that of a handler of men. Since 1869, moreover, the
duration of training of PE teachers has increased from one year to five years,
thus contributing to the affirmation of their "high professional skills".
While claiming their teaching
skills, teachers. until the sixties, exercised a real monopoly on the physical
training of youth. They are then practically the only ones to have a general
and polyvalent formation and titles required to practice their profession in
different educational institutions. In secondary education first, then with
District Teaching Counselors (CPC) and Departmental Pedagogical Advisors (CPD)
in primary schools, sports clubs, summer camps, but also physical
rehabilitation centers when they are not also physiotherapists. Many examples
can still be found: their "generalist" training predisposes them to
intervene in a prescriptive manner, in the manner of a physician (with whom
they have long been linked).
The development and
differentiation of sports practices in French society, the growing popularity
of a growing segment of the population for activities with competitive or
hygienic aims, favors the multiplication of specialized structures, most often
with commercial, and require the creation of many diplomas that are required to
obtain a profession in the field of what is now called the "sports
professions". As a result, physical education and sports teachers gradually
lose their monopoly and they must give way to the massive influx of holders of
Sports Educator's State Patents or official diplomas issued by Federations or
Training Institutes. sports professions.
Since
the mid-seventies, in the field of education, recreation, training,
rehabilitation and adapted physical activity, social reintegration and the
fight against drugs and delinquency , thousands of educators with diversified
and often very "targeted" competences share the sports trades market.
From then on, the physical education and sports teacher can only fight on the
ground he occupies: the School. He becomes more anxious to defend his school
specificity and therefore his teaching skills, and jealously guarding his
territory. Although the school does not have a monopoly on education, it
nevertheless retains the monopoly of education. And physical education and
sports teachers can not avail themselves of any other competence than that
which is required of them by the institution which employs them. But at what cost
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