Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher
Affiliation(s)
1 High Institute of Sport and Physical Education, Ksar Sa?d, University la Manouba, Tunis, Tunisia . 2 Tunisian Research Laboratory “Sport Performance Optimization”, Tunis, Tunisia.
1 High Institute of Sport and Physical Education, Ksar Sa?d, University la Manouba, Tunis, Tunisia . 2 Tunisian Research Laboratory “Sport Performance Optimization”, Tunis, Tunisia.
ABSTRACT
In reference to professional training for trainee teachers, the tutor or cooperative teacher (CT) is considered as an alternation between two environments, academia and training, contributing to the training by the advice and support. Our research provides “support for physical education student teachers (PE-STs)” as determinants of teaching advice of CT. This study includes a qualitative analysis which aims to identify the advice of CTs to the student teachers for whom they are responsible for training. It’s a descriptive/exploratory methodology based on observation and video recorded six (6) physical education (PE) sessions lasting one hour each and six semi structured interviews (30 minutes each) and gave CTs the opportunity to share their perspectives on broad topics such as professional training, teaching, and characteristics of the training environment and succinct topics such as training program and their preoccupation. Data were collected during 2 months of observations and interviews with six CTs during professional training of 12 PE-STs in Level 3 (third year, BAC+3). CTs justify their teaching by six categories in which we have grouped the different types of advice. The CTs are more interested by problems of organization and control students. They believe that educational content is worthless without a good control of the class.
In reference to professional training for trainee teachers, the tutor or cooperative teacher (CT) is considered as an alternation between two environments, academia and training, contributing to the training by the advice and support. Our research provides “support for physical education student teachers (PE-STs)” as determinants of teaching advice of CT. This study includes a qualitative analysis which aims to identify the advice of CTs to the student teachers for whom they are responsible for training. It’s a descriptive/exploratory methodology based on observation and video recorded six (6) physical education (PE) sessions lasting one hour each and six semi structured interviews (30 minutes each) and gave CTs the opportunity to share their perspectives on broad topics such as professional training, teaching, and characteristics of the training environment and succinct topics such as training program and their preoccupation. Data were collected during 2 months of observations and interviews with six CTs during professional training of 12 PE-STs in Level 3 (third year, BAC+3). CTs justify their teaching by six categories in which we have grouped the different types of advice. The CTs are more interested by problems of organization and control students. They believe that educational content is worthless without a good control of the class.
Cite this paper
Zayed, W. and Bali, N. (2015) Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher. Creative Education, 6, 359-368. doi: 10.4236/ce.2015.63034.
Zayed, W. and Bali, N. (2015) Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher. Creative Education, 6, 359-368. doi: 10.4236/ce.2015.63034.
References
[1] Amade-Escot, Ch. (2003). Interactive Management of Didactic Contract in Volleyball. In C. Amade-Escot (Ed.), Teaching of Physical Education: State of Research (pp. 255-278). Paris: EPS Review. [2] Amade-Escot, Ch. (2004). Study the Work of the Physical Education Teacher in the Classroom: Teaching Contribution to the Research Analysis of Actual Practices. In J.-F. Marcel (Ed.), Practice Teachers outside the Classroom (pp. 53-77). Paris: L’Harmattan. [3] 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 [4] Bali, N. (2013). Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers. Creative Education, 4, 77-84.
http://dx.doi.org/10.4236/ce.2013.47A2020 [5] Bali, N. (2015). The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill. Creative Education, 6, 87-99.
http://dx.doi.org/10.4236/ce.2015.61008 [6] Bali, N., et al. (2012). The Conceptions of Authority of Tunisian Physical Education Cooperative Teachers and Student Teachers. Conference Proceedings of the 7th Biennial ARIS, Amiens. [7] Boudreau, P. (2009). For a Model of Supervision of Inductive Training in Supervising Tutors in Physical Education. Education and Francophonie, 1, 37. [8] Boutet, M., & Pharand, J. (2008). Concentrated Accompanying of Student Teachers. Quebec: PUQ. [9] Boutet, M., & Rousseau, N. (2002). The Challenges of Teaching Practicum Supervision. Quebec: PUQ. [10] Boutin, G., & Camaraire, L. (2001). Introduce and Mentor of Student Teacher. Practical Guide for Teacher-Trainer, Montreal, News Editions. [11] Brau-Antony, S., Mieusset, C., Lenfant, A., & Miot, C. (2011). Analyze the Work of Tutors Beginning Teachers. Continuing Education, 186, 175-185. [12] Bremond, C. (2013). The Trainer He Knows What He’s Talking. New Review of Psychology, 1, 241-252. [13] Carlier, G. (2002). Supervise of Trainee in Physical Education: Tags for a Function in the Process of Professionalization. Louvain: Catholic University of Louvain, 96-111. [14] Carlier, G. (2009). Accompany and Training of Tutors in Physical Education. The Experience of the Catholic University of Louvain (Belgium). Education and Francophonie, 37, 68-88.
http://dx.doi.org/10.7202/037653ar [15] Carlier, G., & Clerx, M. (2012). The Pleasure of Participating in Continuing Education Training. In: G. Carlier, C. Borges, M. Clerx, & C. Delens (Eds.), Professional Identity in Physical Education: Research in Teacher Education and Teaching (pp. 23-41). Leuven: Leuven University Press. [16] Crinon, J. (2003). Professional Teacher’s Memory Observatory Practices and Leverage for Training. Harmattan. [17] Darnis, F., & Magendie, E. (2011). Teacher Training in Alternation: Towards the Co-Construction of Pragmatic Concepts. Knowledge Magazine, 27, 63-83. [18] Desbiens, J. F., Borges, C., & Spallanzani, C. (2009). Educational Supervision in Physical Education. Education and Francophonie, 37, 1-5. [19] Dugal, J. P. (2003). Consulting Initial Teacher Training: Interest and the Pedagogic Knowledge for Mentoring Student Teachers in EPS. Doctoral Dissertation, PhD in Sports Science, Toulouse: Université Toulouse III—Paul Sabatier. [20] Dugal, J. P., & Amade-Escot, C. (2004). Consulting Initial Teacher Training: Interest and the Pedagogic Knowledge for Mentoring Student Teachers in EPS. Doctoral Dissertation, PhD in Sports Science, Toulouse: Université Toulouse III—Paul Sabatier. [21] Faingold, N. (2006). Training of Trainers in the Analysis of Practices. Research and Education, 51, 89-104. [22] Gervais, C., & Desrosiers, P. (2005). The School, Place of Teaching Training: Question and Marks and for Supervision of Trainees. Canada: The Laval University Press. [23] Jorro, A. (2007). The Alternation Research and Professional Training Ground. Research and Training, 54, 101-114. [24] Leriche, J., Desbiens, J. F., Dugal, J. P., & Amade-Escot, C. (2010). Analysis of the Accompanying Responsibility in Quebec and France: A Look at the Post-Lesson Interviews with the Ecology of the Classroom. Review e-JRIEPS, 71-98. [25] Lévesque, M., & Gervais, C. (2000). Professional Integration: A Step to Succeed in the Professionalization of Teaching. Education Canada, 40, 12-15. [26] Loizon, D. (2008). Training of Educational Adviser’s First Degree by Research. Research and Education, 59, 105-119. [27] Maela, P. (2009). Around the Word Accompaniment. Research and Training, 62, 91-107. [28] Martineau, S., & Corriveau, G. (2000). Promoting an Understanding of the Sense of Professional Incompetence among Teachers in Secondary Vocational Integration. Training and Profession, 6, 5-8. [29] Martineau, S., & Mukamurera, J. (2012). Overview of Major Programs and Support Systems for Professional Integration in Education. Phronesis, 1, 45-62.
http://dx.doi.org/10.7202/1009059ar [30] Martineau, S., & Presseau, A. (2003). The Sense of Professional Incompetence of Teachers Early in Their Careers and Support Employability. Brock Education, 12, 2-6. [31] Martineau, S., Portelance, L., & Presseau, A. (2010). Mentoring as a Support System for the Employment of Teachers. Proceedings of the International Conference on Complex Thinking: Challenges and Opportunities for Education, Research and Organizations, 31, 2-8 [32] Mouton, J. C. (2009). Form Analysis Consultancy Master Trainer Training of Accompanied Practice. Research and Education, 62, 65-76. [33] Ndoreraho, J. P., & Martineau, S. (2006). A Problematic Beginning of the Teaching Career. Retrieved November 20, 2009. [34] 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. [35] Perrenoud, P. (1994). Teacher Training: Theory and Practice. Paris: L’Harmattan. [36] Rayou, P., & Ria, L. (2009). Train New Teachers. Various Statutes, Organization and Professional Knowledge. Education and corporate, 1, 79-90. [37] Trohel, J., et al. (2004). The Dynamic of Interactions Tutors Students Experiencing Educational Advice. Knowledge, 5, 119-140. [38] Vandercleyen, F., Delens, C., & Carlier, G. (2013). Supervision Styles of Tutors in Physical Education: Consideration of the Emotional Experiences of Trainees during a Post-Lesson Interview. EJRIEPS, 61-99.
[1] Amade-Escot, Ch. (2003). Interactive Management of Didactic Contract in Volleyball. In C. Amade-Escot (Ed.), Teaching of Physical Education: State of Research (pp. 255-278). Paris: EPS Review. [2] Amade-Escot, Ch. (2004). Study the Work of the Physical Education Teacher in the Classroom: Teaching Contribution to the Research Analysis of Actual Practices. In J.-F. Marcel (Ed.), Practice Teachers outside the Classroom (pp. 53-77). Paris: L’Harmattan. [3] 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 [4] Bali, N. (2013). Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers. Creative Education, 4, 77-84.
http://dx.doi.org/10.4236/ce.2013.47A2020 [5] Bali, N. (2015). The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill. Creative Education, 6, 87-99.
http://dx.doi.org/10.4236/ce.2015.61008 [6] Bali, N., et al. (2012). The Conceptions of Authority of Tunisian Physical Education Cooperative Teachers and Student Teachers. Conference Proceedings of the 7th Biennial ARIS, Amiens. [7] Boudreau, P. (2009). For a Model of Supervision of Inductive Training in Supervising Tutors in Physical Education. Education and Francophonie, 1, 37. [8] Boutet, M., & Pharand, J. (2008). Concentrated Accompanying of Student Teachers. Quebec: PUQ. [9] Boutet, M., & Rousseau, N. (2002). The Challenges of Teaching Practicum Supervision. Quebec: PUQ. [10] Boutin, G., & Camaraire, L. (2001). Introduce and Mentor of Student Teacher. Practical Guide for Teacher-Trainer, Montreal, News Editions. [11] Brau-Antony, S., Mieusset, C., Lenfant, A., & Miot, C. (2011). Analyze the Work of Tutors Beginning Teachers. Continuing Education, 186, 175-185. [12] Bremond, C. (2013). The Trainer He Knows What He’s Talking. New Review of Psychology, 1, 241-252. [13] Carlier, G. (2002). Supervise of Trainee in Physical Education: Tags for a Function in the Process of Professionalization. Louvain: Catholic University of Louvain, 96-111. [14] Carlier, G. (2009). Accompany and Training of Tutors in Physical Education. The Experience of the Catholic University of Louvain (Belgium). Education and Francophonie, 37, 68-88.
http://dx.doi.org/10.7202/037653ar [15] Carlier, G., & Clerx, M. (2012). The Pleasure of Participating in Continuing Education Training. In: G. Carlier, C. Borges, M. Clerx, & C. Delens (Eds.), Professional Identity in Physical Education: Research in Teacher Education and Teaching (pp. 23-41). Leuven: Leuven University Press. [16] Crinon, J. (2003). Professional Teacher’s Memory Observatory Practices and Leverage for Training. Harmattan. [17] Darnis, F., & Magendie, E. (2011). Teacher Training in Alternation: Towards the Co-Construction of Pragmatic Concepts. Knowledge Magazine, 27, 63-83. [18] Desbiens, J. F., Borges, C., & Spallanzani, C. (2009). Educational Supervision in Physical Education. Education and Francophonie, 37, 1-5. [19] Dugal, J. P. (2003). Consulting Initial Teacher Training: Interest and the Pedagogic Knowledge for Mentoring Student Teachers in EPS. Doctoral Dissertation, PhD in Sports Science, Toulouse: Université Toulouse III—Paul Sabatier. [20] Dugal, J. P., & Amade-Escot, C. (2004). Consulting Initial Teacher Training: Interest and the Pedagogic Knowledge for Mentoring Student Teachers in EPS. Doctoral Dissertation, PhD in Sports Science, Toulouse: Université Toulouse III—Paul Sabatier. [21] Faingold, N. (2006). Training of Trainers in the Analysis of Practices. Research and Education, 51, 89-104. [22] Gervais, C., & Desrosiers, P. (2005). The School, Place of Teaching Training: Question and Marks and for Supervision of Trainees. Canada: The Laval University Press. [23] Jorro, A. (2007). The Alternation Research and Professional Training Ground. Research and Training, 54, 101-114. [24] Leriche, J., Desbiens, J. F., Dugal, J. P., & Amade-Escot, C. (2010). Analysis of the Accompanying Responsibility in Quebec and France: A Look at the Post-Lesson Interviews with the Ecology of the Classroom. Review e-JRIEPS, 71-98. [25] Lévesque, M., & Gervais, C. (2000). Professional Integration: A Step to Succeed in the Professionalization of Teaching. Education Canada, 40, 12-15. [26] Loizon, D. (2008). Training of Educational Adviser’s First Degree by Research. Research and Education, 59, 105-119. [27] Maela, P. (2009). Around the Word Accompaniment. Research and Training, 62, 91-107. [28] Martineau, S., & Corriveau, G. (2000). Promoting an Understanding of the Sense of Professional Incompetence among Teachers in Secondary Vocational Integration. Training and Profession, 6, 5-8. [29] Martineau, S., & Mukamurera, J. (2012). Overview of Major Programs and Support Systems for Professional Integration in Education. Phronesis, 1, 45-62.
http://dx.doi.org/10.7202/1009059ar [30] Martineau, S., & Presseau, A. (2003). The Sense of Professional Incompetence of Teachers Early in Their Careers and Support Employability. Brock Education, 12, 2-6. [31] Martineau, S., Portelance, L., & Presseau, A. (2010). Mentoring as a Support System for the Employment of Teachers. Proceedings of the International Conference on Complex Thinking: Challenges and Opportunities for Education, Research and Organizations, 31, 2-8 [32] Mouton, J. C. (2009). Form Analysis Consultancy Master Trainer Training of Accompanied Practice. Research and Education, 62, 65-76. [33] Ndoreraho, J. P., & Martineau, S. (2006). A Problematic Beginning of the Teaching Career. Retrieved November 20, 2009. [34] 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. [35] Perrenoud, P. (1994). Teacher Training: Theory and Practice. Paris: L’Harmattan. [36] Rayou, P., & Ria, L. (2009). Train New Teachers. Various Statutes, Organization and Professional Knowledge. Education and corporate, 1, 79-90. [37] Trohel, J., et al. (2004). The Dynamic of Interactions Tutors Students Experiencing Educational Advice. Knowledge, 5, 119-140. [38] Vandercleyen, F., Delens, C., & Carlier, G. (2013). Supervision Styles of Tutors in Physical Education: Consideration of the Emotional Experiences of Trainees during a Post-Lesson Interview. EJRIEPS, 61-99.