8,950 research outputs found
Riflettere sul genere, una proposta formativa per gli insegnanti di educazione fisica Reflecting on gender, a formation proposal for Physical Education teachers
No full textLe pratiche degli/delle insegnanti di educazione fisica, possono riflettere assunti e credenze sul genere sviluppatisi normalmente in contesti eterosessuali e che non considerano visioni alternative di genere. La ricognizione sulle proprie in- fluenze socio-culturali, richiede un processo riflessivo che indirizzi la decostru- zione degli stereotipi di genere e le azioni didattiche. Ma la riflessività è un “ha- bitus” che può essere acquisito e migliorato attraverso la pratica. L’obiettivo del presente contributo è quello di delineare una proposta di formazione/apprendi- mento per insegnanti o futuri/e insegnanti di educazione fisica, a partire da un approccio riflessivo sul genere. Nella letteratura relativa all’insegnamento delle scienze motorie e degli sport, gli studi sulla pratica riflessiva sono in aumento, ma è necessario arricchire la riflessione critica della dimensione etica e politica dell’insegnamento/apprendimento, inclusa la dimensione di genere. La forma- zione alle pratiche riflessive nei curricula universitari e nella formazione per futuri/e insegnanti aumenta la consapevolezza nei confronti delle pratiche e dei discorsi sul genere ed è riconosciuta nel processo di riforma del genere in edu- cazione. L’idea pedagogica di un laboratorio riflessivo per gli insegnanti di edu- cazione fisica e scienze motorie merita quindi un'attenta considerazione.In a Physical Education class, practices can reflect a teacher’s assumptions and beliefs that are generally created in heterosexually normed contexts that don’t consider alternative gender conceptions. The recognition of socio- cultural gender influences requires a reflective process that can lead the way to thedeconstruction of stereotypes and to didactic actions. However, reflexivity is a “habitus” that can be achieved and improved trough practice. The aim of this contribution is to outline a training/learning proposal for Physical Education teachers or perspective teachers, starting from a reflexive approach to gender. Studies of reflective practice are growing in the Physical Education and sports literature. Nevertheless, it is paramount for Physical Education teachers critically reflect on the political and ethical dimensions of teaching and learning, including gender’s dimension. The inclusion of such reflective practices in the curricula of Physical Education University Degrees and increasing Physical Education teachers’ awareness of gendered discourses and practices is an effective step in the process of gender reform in education. The pedagogical idea of a reflexive workshop for Physical Education teachers deserves, therefore, careful attention
ATTENTION AND REFLECTIVITY IN P.E. TOWARDS GENDER EQUITY AT THE TIME OF COVID-19
No full textDuring the Covid-19 pandemic schools face a peculiar situation that forces the realization of a different education, a
distance learning, that discriminates particularly Physical Education among other subjects. In this situation, since it is
no longer possible to carry out the usual sport related content, Physical Education teachers have to face more transversal situations where good practices and a fair education towards gender can come to surface. The psychophenomenological contribution, also taking into consideration evidence appeared in literature (P. Vermersch 2019), underlines
the importance of keeping up the focus of teachers towards social justice issues and specifically gender ones. From
strategies of involvement of mixed classes, forced to body distance and to static postures in space, the Physical Education teacher can avoid the drift of attention to sexed bodies through reflective processes, mainly self-reported, and
attention to gender relations
Best Practice in P.E. for gender equity-A review
No full textThis review wants to provide a summary of selected literature from the past 10 years on gender equity in P.E. It aims at providing an overview of the current research, while suggesting viable solutions to encourage girls to take a more active role in sport and physical activity. To ensure the respect of gender identity in education, the quality of teaching is crucial. Therefore, we argue that there is greater need for research in the field of gender equity in PE. While much research focused on how gender reproduced though pedagogical practice in PE, this review aims at analyzing how to challenge it and identify good practices. The analysis of the didactic process pointed out five dimensions (design, methodological, reflexive, organizational, relational). For each dimension, the critical aspects for education to gender equity have been identified, together with the effective practice and strategy to promote gender equity and equal education in PE. Methods and techniques useful for PE teachers were highlighted to give teachers the right tools to orientate students to sports, limit early sport dropouts and valorise the practice of all sports equally, as disciplines for both men and women. Key words: gender, physical education, didactic, curriculum, reflexive thinking, equity, methodology
Il genere e l’educazione fisica e le percezioni degli insegnanti: un’indagine esplorativa | Gender, physical education and the perception of teachers: an exploration
No full textLa pandemia accentua nell’educazione fisica, nuovi interrogativi sul piano metodologico ed epistemologico- ontologico. Se la didattica deve rinunciare a contatti e vicinanze corporee, altri nodi centrali attendono di essere sciolti, come la discriminazione di genere. Il contributo presenta evidenze, emerse da ventotto insegnanti di educazione fisica, riferite al genere e alla consapevolezza che ne deriva. Tali evidenze devono fare i conti con orientamenti alla competitività e performance ereditati dallo sport, storicamente dominio maschile. L’educazione fisica, per il suo ruolo educativo, deve affrontare il problema del genere per delineare strategie proprie, originali, attuali. I dati del questionario, riguardo il genere, fanno emerge la necessità di attivare una formazione, degli/delle insegnanti, sul laboratorio riflessivo, da cui determinare criteri di orientamento didattico applicabili all’educazione fisica, anche in ragione della dimensione etica e politica dell’esperienza educativa o formativa universitaria.COVID-19 has accentuated new methodological and epistemological-ontological questions in Physical Education. It is not only a didactic problem but sits alongside other central important issues waiting to be resolved, such as gender discrimination. This contribution presents evidence, gathered from twenty-eight P.E. teachers, on the subject of gender and the awareness that derives from it. This evidence deals with the tendencies towards competitiveness and performance inherited from sport, historically a male domain. Physical Education, due to its educational role, must address the issue of gender, in order to outline original and up to date strategies. The gender-related data from the questionnaire demonstrate that for the didactic orientation criteria applicable to Physical Education to be determined, teacher training needs to be initiated in the reflective laboratory, allowing for the fact that professional experience gained in school or through university training does not explore these issues in depth
Un'indagine sul gradimento delle lezioni di educazione fisica: lettura in un'ottica di genere.
No full textMolte pratiche di educazione fisica sono ancora legate ad una sottolineatura di attività maschili e femminili, con una sottovalutazione delle ricadute sugli stereotipi di genere. Il questionario, di cui presenteremo l’analisi di alcuni dati, raccoglie le percezioni dei ragazzi e ragazze su alcune questioni legate all’educazione fisica e pratica sportiva. La somministrazione è avvenuta nel marzo 2019 a 524 ragazzi di scuola secondaria di primo grado della provincia di Rimini. Gli item riguardano motivazione, soddisfazione, coinvolgimento durante le ore di educazione fisica. Letto usando una lente di genere questo studio contribuisce ad espandere il corpo di ricerche e conoscenze sullo stato dell’arte dell’equità di genere in educazione fisica
Response time analysis for G-EDF and G-DM scheduling of sporadic DAG-tasks with arbitrary deadline
No full textNew programming models have been proposed to exploit the parallelism of modern computing architectures. Also in the real-time domain more detailed task models are under evaluation to provide a tighter analysis of parallel application with precedence and timing constraints. This paper presents two schedulability tests based on Response Time Analysis for determining whether a set of sporadic DAG-tasks with arbitrary deadlines can be scheduled by G-EDF or G-DM on a platform consisting of m identical processor. The first test is a simple polynomial time test, while the second one is a pseudo-polynomial time test. Our tests exploit the combinatorial properties of the DAGs by considering the interference experienced by each vertex. We describe a set of simulations showing that our tests outperform the tests described in [7] in terms of schedulability ratio and running time. We also provide resource augmentation bounds for our polynomial time test when considering single-DAG systems
I giochi della cooperazione tra piccoli imprenditori: i consorzi di vendita come istituzioni
No full textAndrea Bacová
No full textAndrea Bacová focuses on research and teaching in the field of residential architecture. Her work includes systematic research on residential buildings and their urban context. She actively participates in promoting Slovak architecture and is the author of several publications and exhibitions
An implementation of a multiprocessor bandwidth reservation mechanism for groups of tasks
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