The Conception of Tunisian Student Teachers of the Formative Role of the Cooperative Teacher’s
Affiliation(s)
1 High Institute of Sport and Physical Education of Ksar Saîd, University la Manouba, Tunis, Tunisia. 2 Tunisian Research Laboratory “Sport Performance Optimization”, Tunis, Tunisia. 3 Education Departments, Sherbrooke University, Quebec, Canada.
1 High Institute of Sport and Physical Education of Ksar Saîd, University la Manouba, Tunis, Tunisia. 2 Tunisian Research Laboratory “Sport Performance Optimization”, Tunis, Tunisia. 3 Education Departments, Sherbrooke University, Quebec, Canada.
ABSTRACT
Tutoring is located at the crossroads of academic and practical logic; it’s defined as a training device in the workplace. Indeed, much research has demonstrated the importance of the accompaniment of the cooperative teacher’s (CT) on their practicum. The CT is contributing to the training by the advice and support. Our research "the formative role of CT" seeks to explore the accompaniments practices in initial training of PE-STs. This study includes a qualitative analysis which aims to identify the conception PE-STs of the role of CT for whom they are responsible for training. It’s a descriptive/exploratory methodology based on a questionnaire consisting of open questions to clarify the latent construct “practical accompanying” and gives PE-STs the opportunity to share their concepts and concerns on issues, such as professional training, accompanying practices and CT role. Data are collected with forty PE-STs during professional training in Level 3 (third year, BAC + 3). PE-STs justify their preoccupation by four categories in which we have grouped the different types of responses. The PE-STs are more interested by problems of the knowledge (32.39%) and interventions (30.99%) of CT. They believe that there’s a difference between the conception of the role of CT by PE-STs before and during the internship.
Tutoring is located at the crossroads of academic and practical logic; it’s defined as a training device in the workplace. Indeed, much research has demonstrated the importance of the accompaniment of the cooperative teacher’s (CT) on their practicum. The CT is contributing to the training by the advice and support. Our research "the formative role of CT" seeks to explore the accompaniments practices in initial training of PE-STs. This study includes a qualitative analysis which aims to identify the conception PE-STs of the role of CT for whom they are responsible for training. It’s a descriptive/exploratory methodology based on a questionnaire consisting of open questions to clarify the latent construct “practical accompanying” and gives PE-STs the opportunity to share their concepts and concerns on issues, such as professional training, accompanying practices and CT role. Data are collected with forty PE-STs during professional training in Level 3 (third year, BAC + 3). PE-STs justify their preoccupation by four categories in which we have grouped the different types of responses. The PE-STs are more interested by problems of the knowledge (32.39%) and interventions (30.99%) of CT. They believe that there’s a difference between the conception of the role of CT by PE-STs before and during the internship.
Cite this paper
Zayed, W. , Bali, N. , Souissi, N. and Desbiens, J. (2015) The Conception of Tunisian Student Teachers of the Formative Role of the Cooperative Teacher’s. Creative Education, 6, 1060-1075. doi: 10.4236/ce.2015.610105.
Zayed, W. , Bali, N. , Souissi, N. and Desbiens, J. (2015) The Conception of Tunisian Student Teachers of the Formative Role of the Cooperative Teacher’s. Creative Education, 6, 1060-1075. doi: 10.4236/ce.2015.610105.
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, 158-164.
http://dx.doi.org/10.4236/ce.2013.47A2020 [3] 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 [4] Bali, N. et al. (2013). The Conceptions of Authority of Tunisian Physical Education Cooperative Teachers and Student Teachers. Conference Proceedings of the 7th Biennial ARIS, France. [5] 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 [6] Bali, N., & Souissi, K. (2015). Comparative Study of Physical Education Students Teachers Style Interventions Teaching Styles Skill. Creative Education, 6, 100-113.
http://dx.doi.org/10.4236/ce.2015.61009 [7] Boulet, M., & Pharand, J. (2008). Concentrated Accompanying of Student Teachers. Quebec: PUQ. [8] Boutin, G. & Camaraire, L. (2001). Introduce and Mentor of Student Teacher. Practical Guide for Teacher-Trainer, Montreal, Publishing News, Bujold. [9] Brau-Antony, S., Mieusset, C., Lenfant, A., & Miot, C. (2011). Analyze the Work of Tutors Beginning Teachers. Continuing Education, 186, 175-185. [10] Bremond, C. (2013). The Trainer He Knows What He’s Talking? New Review of Psychology, 1, 241-252. [11] Buyse, E. et al. (2008). Classroom Problem Behavior and Teacher-Child Relationships in Kindergarten: The Moderating Role of Classroom Climate. Journal of School Psychology, 46, 367-391.
http://dx.doi.org/10.1016/j.jsp.2007.06.009 [12] Carlier, G. (2002). Supervise of Trainee in Physical Education: Tags for a Function in the Process of Professionalization (pp. 96-111). Belgium: Catholic University of Louvain. [13] Carlier, G. (2009a). 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 [14] Carlier, G. (2009b). Supervise Trainees in Physical Education: A Tag for a Function in Professionalization Pathway. Revue phénEPS/PHEnex Journal, 8, 96-111. [15] Desbiens, J. F., Borges, C., & Spallanzani, C. (2009). Educational Supervision in Physical Education. Education and Francophonie, 37, 1-5.
http://dx.doi.org/10.7202/037649ar [16] 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, Paul Sabatier: Université Toulouse III. [17] Faingold, N. (2006). Training of Trainers in the Analysis of Practices. Research and Education, 51, 89-104. [18] Fontaine, S. et al. (2011). New Teachers’ Career Intentions: Factors Influencing New Teachers’ Decisions to Stay or to Leave the Profession. Alberta Journal of Educational Research, 57, 379-408. [19] Gaudreau et al. (2012). Positive Management Class of Situations: A Model of In-Service Training to Help Primary Teachers to Prevent Challenging Behaviors of Students. Children in difficulty, 1, 85-115. [20] Gervais, C., & Desrosiers, P. (2005). The School, Place of Teaching Training: Question and Marks and for Supervision of Trainees. Canada: The Laval University Press. [21] Gohier, C., Chevrier, J., & Anadón, M. (2007). Future Teachers’ Identity: Between an Idealistic Vision and a Realistic View. Revue des Sciences de l’éducation de McGill, 42, 141-156. [22] Gold, Y. (1996). Beginning Teacher Support. Attrition, Mentoring, and Induction. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of Research on teacher Education (2nd Edition, pp. 548-594). New York: Macmillan Library. [23] Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76, 949-967.
http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x [24] Jorro, A. (2007). The Alternation Research and Professional Training Ground. Research and Training, 54, 101-114. [25] 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. [26] Lévesque, M., & Gervais, C. (2000). Professional Integration: A Step to Succeed in the Professionalization of Teaching. Education Canada, 40, 12-15. [27] Maela, P. (2002). Accompaniment: A Nebula. Permanent Education, 153, 43-56. [28] Maela, P. (2009). Around the Word Accompaniment. Research and Training, 62, 91-107. [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., & Vallerand, A. (2005). The professional Integration of Teachers: A Challenge for Schools, a Challenge to the World of Research. Presented as Part of Seminars Crifpe, Power Point recovered from the Centre’s website:
http://www.insertion.qc.ca/cnipe_2/spip.php?article81 [32] Martineau, S., Portelance, L., & Presseau, A. (2010). Mentoring as a Support System for the Employment of Teachers. Communication presented in the International Conference “Complex thinking: Challenges and Opportunities for” Education, Research and Organizations, 1, 2-8. [33] Mouton, J.-C. (2009). Form Analysis Consultancy Master Trainer Training of Accompanied Practice. Research and Education, 62, 65-76. [34] Mukamurera et al. (2013). The Teacher Induction Programs in Québec School Boards: Overview and Assessment of Actors. Education and Training, 29, 13-35. [35] Ndoreraho, J. P., & Martineau, S. (2006). A Problematic Beginning of the Teaching Career. [36] Parmentier, C. (2003). The Bulk of Training (pp. 37-305). Paris: Organizing Editions. [37] Perez-Roux, T. (2012). Identity Construction of New Teachers: What Recognition of Others to Known as a Professional? Educations & Research Journal, 7, 69-84. [38] Rayou, P., & Ria, L. (2009). Train New Teachers. Various Statutes, Organization and Professional Knowledge. Education and Corporate, 1, 79-90. [39] Rocque, J., & Bernier, P. (2013). The Dropout Phenomenon among Teacher’s Consequences, Impacts and Considerations (pp. 1-26). Winnipeg: University of St. Boniface. [40] Trohel, J. et al. (2004). The Dynamic of Interactions Tutors Students Experiencing Educational Advice. Knowledge, 5, 119-140. [41] 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. [42] Zayed, W., & Bali, N. (2015). Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher. Creative Education, 6, 359-368.
http://dx.doi.org/10.4236/ce.2015.63034
[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, 158-164.
http://dx.doi.org/10.4236/ce.2013.47A2020 [3] 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 [4] Bali, N. et al. (2013). The Conceptions of Authority of Tunisian Physical Education Cooperative Teachers and Student Teachers. Conference Proceedings of the 7th Biennial ARIS, France. [5] 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 [6] Bali, N., & Souissi, K. (2015). Comparative Study of Physical Education Students Teachers Style Interventions Teaching Styles Skill. Creative Education, 6, 100-113.
http://dx.doi.org/10.4236/ce.2015.61009 [7] Boulet, M., & Pharand, J. (2008). Concentrated Accompanying of Student Teachers. Quebec: PUQ. [8] Boutin, G. & Camaraire, L. (2001). Introduce and Mentor of Student Teacher. Practical Guide for Teacher-Trainer, Montreal, Publishing News, Bujold. [9] Brau-Antony, S., Mieusset, C., Lenfant, A., & Miot, C. (2011). Analyze the Work of Tutors Beginning Teachers. Continuing Education, 186, 175-185. [10] Bremond, C. (2013). The Trainer He Knows What He’s Talking? New Review of Psychology, 1, 241-252. [11] Buyse, E. et al. (2008). Classroom Problem Behavior and Teacher-Child Relationships in Kindergarten: The Moderating Role of Classroom Climate. Journal of School Psychology, 46, 367-391.
http://dx.doi.org/10.1016/j.jsp.2007.06.009 [12] Carlier, G. (2002). Supervise of Trainee in Physical Education: Tags for a Function in the Process of Professionalization (pp. 96-111). Belgium: Catholic University of Louvain. [13] Carlier, G. (2009a). 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 [14] Carlier, G. (2009b). Supervise Trainees in Physical Education: A Tag for a Function in Professionalization Pathway. Revue phénEPS/PHEnex Journal, 8, 96-111. [15] Desbiens, J. F., Borges, C., & Spallanzani, C. (2009). Educational Supervision in Physical Education. Education and Francophonie, 37, 1-5.
http://dx.doi.org/10.7202/037649ar [16] 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, Paul Sabatier: Université Toulouse III. [17] Faingold, N. (2006). Training of Trainers in the Analysis of Practices. Research and Education, 51, 89-104. [18] Fontaine, S. et al. (2011). New Teachers’ Career Intentions: Factors Influencing New Teachers’ Decisions to Stay or to Leave the Profession. Alberta Journal of Educational Research, 57, 379-408. [19] Gaudreau et al. (2012). Positive Management Class of Situations: A Model of In-Service Training to Help Primary Teachers to Prevent Challenging Behaviors of Students. Children in difficulty, 1, 85-115. [20] Gervais, C., & Desrosiers, P. (2005). The School, Place of Teaching Training: Question and Marks and for Supervision of Trainees. Canada: The Laval University Press. [21] Gohier, C., Chevrier, J., & Anadón, M. (2007). Future Teachers’ Identity: Between an Idealistic Vision and a Realistic View. Revue des Sciences de l’éducation de McGill, 42, 141-156. [22] Gold, Y. (1996). Beginning Teacher Support. Attrition, Mentoring, and Induction. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of Research on teacher Education (2nd Edition, pp. 548-594). New York: Macmillan Library. [23] Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76, 949-967.
http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x [24] Jorro, A. (2007). The Alternation Research and Professional Training Ground. Research and Training, 54, 101-114. [25] 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. [26] Lévesque, M., & Gervais, C. (2000). Professional Integration: A Step to Succeed in the Professionalization of Teaching. Education Canada, 40, 12-15. [27] Maela, P. (2002). Accompaniment: A Nebula. Permanent Education, 153, 43-56. [28] Maela, P. (2009). Around the Word Accompaniment. Research and Training, 62, 91-107. [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., & Vallerand, A. (2005). The professional Integration of Teachers: A Challenge for Schools, a Challenge to the World of Research. Presented as Part of Seminars Crifpe, Power Point recovered from the Centre’s website:
http://www.insertion.qc.ca/cnipe_2/spip.php?article81 [32] Martineau, S., Portelance, L., & Presseau, A. (2010). Mentoring as a Support System for the Employment of Teachers. Communication presented in the International Conference “Complex thinking: Challenges and Opportunities for” Education, Research and Organizations, 1, 2-8. [33] Mouton, J.-C. (2009). Form Analysis Consultancy Master Trainer Training of Accompanied Practice. Research and Education, 62, 65-76. [34] Mukamurera et al. (2013). The Teacher Induction Programs in Québec School Boards: Overview and Assessment of Actors. Education and Training, 29, 13-35. [35] Ndoreraho, J. P., & Martineau, S. (2006). A Problematic Beginning of the Teaching Career. [36] Parmentier, C. (2003). The Bulk of Training (pp. 37-305). Paris: Organizing Editions. [37] Perez-Roux, T. (2012). Identity Construction of New Teachers: What Recognition of Others to Known as a Professional? Educations & Research Journal, 7, 69-84. [38] Rayou, P., & Ria, L. (2009). Train New Teachers. Various Statutes, Organization and Professional Knowledge. Education and Corporate, 1, 79-90. [39] Rocque, J., & Bernier, P. (2013). The Dropout Phenomenon among Teacher’s Consequences, Impacts and Considerations (pp. 1-26). Winnipeg: University of St. Boniface. [40] Trohel, J. et al. (2004). The Dynamic of Interactions Tutors Students Experiencing Educational Advice. Knowledge, 5, 119-140. [41] 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. [42] Zayed, W., & Bali, N. (2015). Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher. Creative Education, 6, 359-368.
http://dx.doi.org/10.4236/ce.2015.63034