The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill
Author(s)
Naila Bali1,2
Affiliation(s)
1 High Institute of Sport and Physical Education, Ksar Saïd, University la Manouba, UMA, Tunis, Tunisia. 2 Tunisian Research Laboratory Sport Performance Optimization, Tunis, Tunisia.
1 High Institute of Sport and Physical Education, Ksar Saïd, University la Manouba, UMA, Tunis, Tunisia. 2 Tunisian Research Laboratory Sport Performance Optimization, Tunis, Tunisia.
ABSTRACT
The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003), 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT), particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24) in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP) Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14). Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77%) and a minority student-centred pedagogy (22%). A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.
The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003), 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT), particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24) in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP) Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14). Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77%) and a minority student-centred pedagogy (22%). A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.
Cite this paper
Bali, N. (2015) The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill. Creative Education, 6, 87-99. doi: 10.4236/ce.2015.61008.
Bali, N. (2015) The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill. Creative Education, 6, 87-99. doi: 10.4236/ce.2015.61008.
References
[1] Alin, C. H. (2009). La construction identitaire de l’enseignant. Le rôle des métaphores. Recherche et Formation, 47, 41-54. [2] Allec, S., & Jorro (2008). Les caractéristiques et les enjeux pédagogiques de la relation à l’autorité dans l’enseignement de l’EPS: De la modélisation du concept à la formalisation de compétences professionnelles. Exemple d’application dans l’analyse des pratiques du professeur novice. Thèse de Doctorat non publiée, Toulouse: Université de Toulouse II. [3] Bali, N. (2005). Articulation “théorie-pratique” dans la formation des élèves-professeurs tunisiens d'éducation physique. Recherche et Formation, 49, 135-150. [4] Bali, N. (2013). Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers. Creative Education, 4, 158-164.
http://dx.doi.org/10.4236/ce.2013.47A2020 [5] Bali, N. et al. (2013). The Proceed of Thinking Surrounded by Some French and Tunisian Gymnastic Teachers. IOSR Journal of Research & Method in Education (IOSR-JRME), 2, 17-24.
http://dx.doi.org/10.9790/7388-0221724 [6] Bali, N. et al. (2014). The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers. Creative Education, 5, 279-289.
http://dx.doi.org/10.4236/ce.2014.54037 [7] Berelson, B. (1952) Content Analysis. In G. Lindsey (Ed.), Handbook of Social Psychology (p. 1954). Readings: Addison Wesley. [8] Bertone, S. et al. (2002). Undisciplined Actions and Teacher-Student Transactions during Two Physical Education Lessons. European Physical Education Review (UK), 2, 4-21. [9] Calderhead, J., & Robson, M. (1991). Images of Teaching: Student Teachers Early Conceptions of Classroom Practice. Teaching and Teacher Education, 7, 1-8.
http://dx.doi.org/10.1016/0742-051X(91)90053-R [10] Cohen, P. A. et al. (1982). Educational Outcomes of Tutoring: A Meta-Analysis of Findings. American Educational Research Journal, 19, 237-248.
http://dx.doi.org/10.3102/00028312019002237 [11] Cruickshank, D. R., Kennedy, J. J., & Myers, B. (1974). Perceived Problems of Secondary School Teachers. The Journal of Educational Research, 154-159. [12] Darling-Hammond, L., & Youngs, P. (2002). Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us? Educational Researcher, 13-25. [13] Dussaussois, D. (1997). Pourvu qu’ils m’écoutent… Discipline et autorité dans la classe. Le Perreux-sur-Marne: CRDP Créteil. [14] Fernandez-Balboa, J. M. (1990). Helping Novice Teachers Handle Discipline Problems. Journal of Physical Education, Recreation & Dance, 61, 50-54.
http://dx.doi.org/10.1080/07303084.1990.10604580 [15] Flavier, E., Bertone, S., Méard, J., & Durand, M. (2002). The Meaning and Organization of Physical Education Teachers’ Action during Conflict Which Opposes Them with Student(s). Journal of Teaching in Physical Education (US), 22, 20-38. [16] Freinet, C. (1952). Les techniques Freinet de l’Ecole Moderne. PUF. [17] Fuller, F., & Brown, O. (1975). Becoming a Teacher. In K. Ryan (Ed.), Seventy-Fourth Year Book of the National Society for the Study of Education: Pt. 2. Teacher Education. [18] Good, T. L., & Brophy (1987). Two Decades of Research on Teacher Expectations: Findings and Future Directions. Journal of Teacher Education, 38, 32-47. [19] Herbert, K. S., & Ramsay, M. C. (2004). Teacher Turnover and Shortages of Qualified Teachers in Texas Public School Districts. Retrieved March, 23, 2009. [20] Imbert, F. (1996). L’inconscient dans la classe. Transferts et contre-transferts. Revue française de pédagogie, 117, 165-168. [21] Johnson, S., & Birkeland, S. (2003). Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions. American Educational Research Journal, 40, 581-617. [22] Jones, V. F., & Jones, L. S. (1981). Comprehensive Classroom Management. Boston, MA: Allyn et Bacon. [23] Jorro, A. (2002). Réflexivité et auto-évaluation dans les pratiques enseignantes. Revue Mesure et évaluation en éducation, 27. [24] Kim, T., & Danforth, S. (2012). Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers’ Conceptual Metaphors. Journal of Education for Teaching, 38, 67-82. [25] Latz, M. (1992). Preservice Teachers’ Perceptions and Concerns about Classroom Management and Discipline: A Qualitative Investigation. Journal of Science Teacher Education, 3, 1-4.
http://dx.doi.org/10.1007/BF02614729 [26] Legault, F. (1999). La gestion de la classe durant un stage d’initiation à l’enseignement et l’émergence d’une communauté virtuelle axée sur la résolution de problème. Revue des sciences de l'éducation, 25, 593-618.
http://dx.doi.org/10.7202/032015ar [27] Leinhardt, G. (2001). Instructional Explanations: A Commonplace for Teaching and Location for Contrast. Handbook of Research on Teaching, 4, 333-357. [28] Martineau, S. (2003). Le sentiment d’incompétence pédagogique des enseignants en début de carrière et le soutien à l’insertion professionnelle. Brock Education Journal, 12, 54-67. [29] Martineau, S., & Corriveau, G. (2000). Vers une meilleure compréhension du sentiment d’incompétence pédagogique chez les enseignants en insertion professionnelle au secondaire. Formation et profession, 6, 5-8. [30] Marvel, J., Lyter, D. M., Peltola, P., Strizek, G. A., Morton, B. A., & Rowland, R. (2007). Teacher Attrition and Mobility: Results from the 2004-05 Teacher Follow-Up Survey. NCES 2007-307. National Center for Education Statistics. [31] McCormack, A., Gore, J., & Thomas, K. (2006). Early Career Teacher Professional Learning. Asia-Pacific Journal of Teacher Education, 34, 95-113. [32] Méard, J., Bertone, S., & Euzet, J. P. (1996). Comment les professeurs d’éducation physique et sportive transforment les attitudes de leurs élèves. Education et Recherche (CH), 1, 79-92. [33] Michaud, C., & Alin, C. (2009). Processus Portfolio: De la réflexivité à la compétence. In Acte du 21ième colloque ADMEE-Europe Evaluation et Développement professionnel-UC Louvain la Neuve-21 au (Vol. 23). [34] Moscovici, S. (2009). Préface. In Le partage social des émotions (pp. XI-XVI). Presses Universitaires de France.
www.cairn.info/le-partage-social-des-emotions--9782130578543-page-XI.htm [35] Odell, S. J., & Ferraro, D. P. (1992). Teacher Mentoring and Teacher Retention. Journal of Teacher Education, 43, 200-204. [36] Oury, F. (1995). Pédagogie institutionnelle. Vigneux, Editions Matrice. [37] Pigge, F. L. (1978). Teacher Competencies: Need, Proficiency, and Where Proficiency Was Developed. Journal of Teacher Education, 29, 70-76. [38] Piot, T. (2008). Building Teaching Competencies. McGill Journal of Education, 43. [39] Robbes, B. (2004). Se défaire de l’autoritaire. In L’autorité. Paris: Cahiers pédagogique, no. 426. [40] Robbes, B. (2006). L’autorité de l’enseignant comme savoir d’action, nouvelle prévention des violences en milieu scolaire? Spirale, 37, 111-122. [41] Sindelar, P. T., Daunic, A., & Rennells, M. S. (2004). Comparisons of Traditionally and Alternatively Trained Teachers. Exceptionality, 12, 209-223. [42] Tardif, M., & Lessard, C. (1999). L’enseignement au quotidien. Sainte-Foy: Presses de l’Université Laval. [43] Thin, D. (2002). L’autorité pédagogique en question. Le cas des collèges de quartiers populaires. INRP, Revue française de Pédagogie, 139, 21-30. [44] Turner, J. C., & Meyer, D. K. (2000). Studying and Understanding the Instructional Contexts of Classrooms: Using Our Past to Forge Our Future. Educational Psychologist, 35, 69-85. [45] Veenman, S. (1984). Perceived Problems of Beginning Teachers. Review of Educational Research, 54, 143-178. [46] Weinstein, C. S. (1990). Prospective Elementary Teachers’ Beliefs about Teaching: Implications for Teacher Education. Teaching and Teacher Education, 6, 279-290. [47] Woolfolk, A. E., & Hoy, W. K. (1990). Prospective Teachers’ Sense of Efficacy and Beliefs about Control. Journal of educational Psychology, 82, 81. [48] Zeichner, K. G., & Gore, Y. J. (1990). Teacher Socialization. In Handbook of Research on Teacher Education (pp. 329-348). New York: MacMillan.
[1] Alin, C. H. (2009). La construction identitaire de l’enseignant. Le rôle des métaphores. Recherche et Formation, 47, 41-54. [2] Allec, S., & Jorro (2008). Les caractéristiques et les enjeux pédagogiques de la relation à l’autorité dans l’enseignement de l’EPS: De la modélisation du concept à la formalisation de compétences professionnelles. Exemple d’application dans l’analyse des pratiques du professeur novice. Thèse de Doctorat non publiée, Toulouse: Université de Toulouse II. [3] Bali, N. (2005). Articulation “théorie-pratique” dans la formation des élèves-professeurs tunisiens d'éducation physique. Recherche et Formation, 49, 135-150. [4] Bali, N. (2013). Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers. Creative Education, 4, 158-164.
http://dx.doi.org/10.4236/ce.2013.47A2020 [5] Bali, N. et al. (2013). The Proceed of Thinking Surrounded by Some French and Tunisian Gymnastic Teachers. IOSR Journal of Research & Method in Education (IOSR-JRME), 2, 17-24.
http://dx.doi.org/10.9790/7388-0221724 [6] Bali, N. et al. (2014). The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers. Creative Education, 5, 279-289.
http://dx.doi.org/10.4236/ce.2014.54037 [7] Berelson, B. (1952) Content Analysis. In G. Lindsey (Ed.), Handbook of Social Psychology (p. 1954). Readings: Addison Wesley. [8] Bertone, S. et al. (2002). Undisciplined Actions and Teacher-Student Transactions during Two Physical Education Lessons. European Physical Education Review (UK), 2, 4-21. [9] Calderhead, J., & Robson, M. (1991). Images of Teaching: Student Teachers Early Conceptions of Classroom Practice. Teaching and Teacher Education, 7, 1-8.
http://dx.doi.org/10.1016/0742-051X(91)90053-R [10] Cohen, P. A. et al. (1982). Educational Outcomes of Tutoring: A Meta-Analysis of Findings. American Educational Research Journal, 19, 237-248.
http://dx.doi.org/10.3102/00028312019002237 [11] Cruickshank, D. R., Kennedy, J. J., & Myers, B. (1974). Perceived Problems of Secondary School Teachers. The Journal of Educational Research, 154-159. [12] Darling-Hammond, L., & Youngs, P. (2002). Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us? Educational Researcher, 13-25. [13] Dussaussois, D. (1997). Pourvu qu’ils m’écoutent… Discipline et autorité dans la classe. Le Perreux-sur-Marne: CRDP Créteil. [14] Fernandez-Balboa, J. M. (1990). Helping Novice Teachers Handle Discipline Problems. Journal of Physical Education, Recreation & Dance, 61, 50-54.
http://dx.doi.org/10.1080/07303084.1990.10604580 [15] Flavier, E., Bertone, S., Méard, J., & Durand, M. (2002). The Meaning and Organization of Physical Education Teachers’ Action during Conflict Which Opposes Them with Student(s). Journal of Teaching in Physical Education (US), 22, 20-38. [16] Freinet, C. (1952). Les techniques Freinet de l’Ecole Moderne. PUF. [17] Fuller, F., & Brown, O. (1975). Becoming a Teacher. In K. Ryan (Ed.), Seventy-Fourth Year Book of the National Society for the Study of Education: Pt. 2. Teacher Education. [18] Good, T. L., & Brophy (1987). Two Decades of Research on Teacher Expectations: Findings and Future Directions. Journal of Teacher Education, 38, 32-47. [19] Herbert, K. S., & Ramsay, M. C. (2004). Teacher Turnover and Shortages of Qualified Teachers in Texas Public School Districts. Retrieved March, 23, 2009. [20] Imbert, F. (1996). L’inconscient dans la classe. Transferts et contre-transferts. Revue française de pédagogie, 117, 165-168. [21] Johnson, S., & Birkeland, S. (2003). Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions. American Educational Research Journal, 40, 581-617. [22] Jones, V. F., & Jones, L. S. (1981). Comprehensive Classroom Management. Boston, MA: Allyn et Bacon. [23] Jorro, A. (2002). Réflexivité et auto-évaluation dans les pratiques enseignantes. Revue Mesure et évaluation en éducation, 27. [24] Kim, T., & Danforth, S. (2012). Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers’ Conceptual Metaphors. Journal of Education for Teaching, 38, 67-82. [25] Latz, M. (1992). Preservice Teachers’ Perceptions and Concerns about Classroom Management and Discipline: A Qualitative Investigation. Journal of Science Teacher Education, 3, 1-4.
http://dx.doi.org/10.1007/BF02614729 [26] Legault, F. (1999). La gestion de la classe durant un stage d’initiation à l’enseignement et l’émergence d’une communauté virtuelle axée sur la résolution de problème. Revue des sciences de l'éducation, 25, 593-618.
http://dx.doi.org/10.7202/032015ar [27] Leinhardt, G. (2001). Instructional Explanations: A Commonplace for Teaching and Location for Contrast. Handbook of Research on Teaching, 4, 333-357. [28] Martineau, S. (2003). Le sentiment d’incompétence pédagogique des enseignants en début de carrière et le soutien à l’insertion professionnelle. Brock Education Journal, 12, 54-67. [29] Martineau, S., & Corriveau, G. (2000). Vers une meilleure compréhension du sentiment d’incompétence pédagogique chez les enseignants en insertion professionnelle au secondaire. Formation et profession, 6, 5-8. [30] Marvel, J., Lyter, D. M., Peltola, P., Strizek, G. A., Morton, B. A., & Rowland, R. (2007). Teacher Attrition and Mobility: Results from the 2004-05 Teacher Follow-Up Survey. NCES 2007-307. National Center for Education Statistics. [31] McCormack, A., Gore, J., & Thomas, K. (2006). Early Career Teacher Professional Learning. Asia-Pacific Journal of Teacher Education, 34, 95-113. [32] Méard, J., Bertone, S., & Euzet, J. P. (1996). Comment les professeurs d’éducation physique et sportive transforment les attitudes de leurs élèves. Education et Recherche (CH), 1, 79-92. [33] Michaud, C., & Alin, C. (2009). Processus Portfolio: De la réflexivité à la compétence. In Acte du 21ième colloque ADMEE-Europe Evaluation et Développement professionnel-UC Louvain la Neuve-21 au (Vol. 23). [34] Moscovici, S. (2009). Préface. In Le partage social des émotions (pp. XI-XVI). Presses Universitaires de France.
www.cairn.info/le-partage-social-des-emotions--9782130578543-page-XI.htm [35] Odell, S. J., & Ferraro, D. P. (1992). Teacher Mentoring and Teacher Retention. Journal of Teacher Education, 43, 200-204. [36] Oury, F. (1995). Pédagogie institutionnelle. Vigneux, Editions Matrice. [37] Pigge, F. L. (1978). Teacher Competencies: Need, Proficiency, and Where Proficiency Was Developed. Journal of Teacher Education, 29, 70-76. [38] Piot, T. (2008). Building Teaching Competencies. McGill Journal of Education, 43. [39] Robbes, B. (2004). Se défaire de l’autoritaire. In L’autorité. Paris: Cahiers pédagogique, no. 426. [40] Robbes, B. (2006). L’autorité de l’enseignant comme savoir d’action, nouvelle prévention des violences en milieu scolaire? Spirale, 37, 111-122. [41] Sindelar, P. T., Daunic, A., & Rennells, M. S. (2004). Comparisons of Traditionally and Alternatively Trained Teachers. Exceptionality, 12, 209-223. [42] Tardif, M., & Lessard, C. (1999). L’enseignement au quotidien. Sainte-Foy: Presses de l’Université Laval. [43] Thin, D. (2002). L’autorité pédagogique en question. Le cas des collèges de quartiers populaires. INRP, Revue française de Pédagogie, 139, 21-30. [44] Turner, J. C., & Meyer, D. K. (2000). Studying and Understanding the Instructional Contexts of Classrooms: Using Our Past to Forge Our Future. Educational Psychologist, 35, 69-85. [45] Veenman, S. (1984). Perceived Problems of Beginning Teachers. Review of Educational Research, 54, 143-178. [46] Weinstein, C. S. (1990). Prospective Elementary Teachers’ Beliefs about Teaching: Implications for Teacher Education. Teaching and Teacher Education, 6, 279-290. [47] Woolfolk, A. E., & Hoy, W. K. (1990). Prospective Teachers’ Sense of Efficacy and Beliefs about Control. Journal of educational Psychology, 82, 81. [48] Zeichner, K. G., & Gore, Y. J. (1990). Teacher Socialization. In Handbook of Research on Teacher Education (pp. 329-348). New York: MacMillan.