Back
 CE  Vol.5 No.4 , March 2014
The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers
Naila Bali, Wadii Zayed, Zied Hassen, Souhail Hermassi, Moktar Chtara, Maher Mrayah, Jean François Desbiens
Show more
Abstract: The behavior of cooperative teacher’s for integration into professional life was largely influenced by human relationships with other teachers and administrative staff. Firstly, our studies aimed to identify the interactions developed during the presence of cooperative teacher’s (CT) in the preparatory training for working life. Secondly, we ask to know how the masters of the course actually help to integrate training against the constraints that were imposed on his entourage. For this reason we base our analysis on a questionnaire consisting of ten questions that are the elements that make up the scale to clarify the latent construct “the integration of CT in professional life” and semi-directive interviews. The value of Cronbach alpha index is 0.772. Therefore, we can say that we get to this scale that consists of ten questions, satisfactory internal consistency. Our data were collected in the end of the course and interviews with ten physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They all mixed classes of Level 1 and 2 (first and second year of secondary school) teach. These interviews were semi-structured (30 minutes) and gave the PE-STs opportunity to distribute their views on major issues such as the satisfaction of the integration, management, as well as more succinct topics such as difficulties that occurred all along the path of integration. The data were analyzed using a constant comparison. However, three main issues have emerged of responses that illustrate the PE-STs’ satisfactions, and it’s their integration into working life, the definition of the objectives of the course and the role of CT (monitors and internship supervisor). This study revealed three major advanced by PE-STs conceptions: 1) the satisfaction of the integration (45%); 2) supervision (51.2%); and 3) knowledge of the objectives of the course (28.8%). The issues addressed in this paper will encourage educators to reflect on their own coaching practices and to include them in the process of accompanying PE-STs.
Keywords: Professional Recognition; Novice Teacher; Integration; Role and Status
Cite this paper: Bali, N. , Zayed, W. , Hassen, Z. , Hermassi, S. , Chtara, M. , Mrayah, M. and Desbiens, J. (2014) The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers. Creative Education, 5, 279-289. doi: 10.4236/ce.2014.54037.
References

[1]   Bali, N. (2005). “Theory and Practice” Articulation in the Training of Tunisian Student Physical Education Teachers. The Journal of Research and Training, 49, 135-150.

[2]   Bali, N. (2013). Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers. Creative Education, 4, 77-84.

[3]   Bali, N., & al. (2013a). Heterogeneity Language Conceptions’ Physical Education Teachers of the Fourth (4th) Year of Primary French Schools in Tunisia. IOSR Journal of Research & Method in Education (IOSR-JRME), 1, 77-84.

[4]   Bali, N., & al. (2013b). The Proceed of Thinking Surrounded by Some French and Tunisian Gymnastic Teachers. IOSR Journal of Research & Method in Education (IOSR-JRME), 2, 17-24.

[5]   Bali, N., & al. (2013c). The Conceptions of Authority of Tunisian Physical Education Cooperative Teachers and Student Teachers. Conference Proceedings of the 7th Biennial ARIS.

[6]   Banville, D. (2002). Literature Review of Best Practices of Cooperating Teachers in the USA. Conference on Physical Education, Pékin, 16-19 Juillet.

[7]   Boudreau, P. (2009). For a Model of Supervision of Inductive Training in Supervising Tutors in Physical Education. Education and Francophonie, 37, 121-139.

[8]   Brown, J. (2004). Quarterely Report Pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934. For the Quarterly Period Ended. September 24, 2004.

[9]   Bujold, N. (2002). Pedagogical Supervision Overview. In Mr. Boutet, & N. Rousseau (Eds.), The Challenges of Teaching Practicum Supervision (pp. 9-22). Quebec PUQ.

[10]   Caron, J., & Portelance, L. (2012). Ownership and Integration of Change in Education by Teachers Involved in Their Training Practices Trainees. Education and Francophonie, 40, 176-194. http://dx.doi.org/10.7202/1010152ar

[11]   Chaliès, S., & Durand, M. (2000). The Utility Discussed Tutoring Training Initial Teacher Education. Research and Training, 35, 145-180.

[12]   Desbiens, & al. (2013). What Influences the Verbal Class Participation of Students in the Teaching of Physical Education and Kinesiology. Canadian Journal of Higher Education, 43, 100-131.

[13]   Feyfant, A. (2010). Learning Teaching Profession. Issues Brief VST (50).

[14]   Gal-Petitfaux, N. (2010). Activity Classroom Teacher EPS and Character “Situated” Knowledge in Action: A Contribution to a Research Program in Cognitive Anthropology. Review eJRIEPS, 19, 27-45.

[15]   Gauthier, & al. (1997). For a Theory of Pedagogy. Contemporary Research on the Knowledge of Teachers. Sainte-Foy (Quebec): Press Laval University.

[16]   Jorro, A. (2007). The Alternation Research and Professional Training Ground. Research and Training, 54, 101-114.

[17]   Lebel, C., Bélair, L., & Goyette, N. (2012). Support and Professional Service Perseverance Trainee’s Difficulties Recognition. Research & Educations, 7, 55-68.

[18]   Lévesque, M., & Gervais, C. (2000). The Employability: A Step to Succeed in the Process of Professionalization of Teaching. Education Canada, 40, 12-15.

[19]   Martineau, S., & Corriveau, G. (2000). Towards a Better Understanding of the Sense of Professional Incompetence among Teachers in Secondary Vocational Integration. Training and Profession, 6, 5-8.

[20]   Martineau, S., & Presseau A. (2003). Sense of Professional Incompetence of Teachers and Early Career Support for Employability. Brock Education, 12.

[21]   Moreau, J., & Villeneuve, L. (2006). Analysis of the Roles of Guardian Trainee Internship with Psychoeducation Three Quebec Universities. In: M. Fnenay, B. Raucent, & P. Wouter (Eds.), Question of Pedagogy in Higher Education (pp. 777-789). Belgium: Leuven University Press.

[22]   Paquay, L. Altet, M., Charlier, E., & Perrenoud, P. (1996). Train Professional Teachers. What Strategies.

[23]   Perez-Roux, T. (2006). Representations of Teaching and Training in Relation to Students STAPS Art: A Professional Identity Emerging. STAPS Review, 73, 57-69.

[24]   Perez-Roux, T. (2007). Supporting Teachers in Initial Training. The View Formed on the Relationship Guardian Trainee. Research and Training, 55, 135-150.

[25]   Perez-Roux, T. (2011). Change Careers to Become a Teacher: Professional Transitions and Dynamic Identity. Education Research, 11, 39-54.

[26]   Perez-Roux, T. (2012). Identity Construction of New Teachers: What Recognition of Others to (Re)Known as a Professional? Educations & Research Journal, 7, 69-84.

[27]   Portelance, L. (2009). Development of a Framework for the Training of Cooperating Teachers Quebec. Education and Francophonie, 37, 26-49. http://dx.doi.org/10.7202/037651ar

[28]   Portelance, L. (2010). Analysis of Perceptions of Support from a Teacher Associated with the Formation of the Trainee. Education and Francophonie, 38, 21-38.
http://dx.doi.org/10.7202/1002162ar

[29]   Ria, L., & Chaliès, S. (2003). Emotional Dynamics and Activity: The Case of New Teachers. Research and Training, 42, 7-19.

[30]   Rivard, M. C., Beaulieu, J., & Caspani, M. (2009). Triad: A Supervision Strategy to Redefine. Education and Francophonie, 37, 140-158. http://dx.doi.org/10.7202/037657ar

[31]   Sudzina, M. R., & Knowles, J. G. (1993). Personal, Professional and Contextual Circumstances of Student Teachers Who “Fail”: Setting a Course for Understanding Failure in Teacher Education. Journal of Teacher Education, 44, 254-262.

[32]   Vandercleyen, F., Delens, C., & Thornton, G. (2013). Supervisory Styles Masters Course in Physical Education: Taking Account of the Emotional Experiences of Trainees in an Interview Post-Lesson. Review e-JRIEPS, 61-98.

 
 
Top