The determination of cooperative teacher’s knowledge problems: training device and attractiveness of Tunisian student-teachers
DOI:
https://doi.org/10.15561/20755279.2019.0208Keywords:
professional training, teaching practice, knowledge, discomfortAbstract
Purpose: This study was to explore the impact of the cooperative teacher’s (CT) knowledge on attractiveness of Physical Education Student Teachers (PE-ST) believed to be important for a successful process of learning to teach and training device in the workplace. The CT is considered, a key element, a person of alternation between academia and training contributing to the formation by advice and support that take place during the teaching practice. The Cooperative Teacher must have a style; develop a training contract, master interview techniques and make evaluation. Material: Data were collected with 302 student teachers (202 males and 100 females) after professional training. A descriptive/exploratory methodology based on a questionnaire consisting of twenty questions was used. The value of Cronbach alpha index is 0.729. Results: globally supported the hypotheses. Male and female student teachers in the internship shared several perceptions. However, significant differences emerged. Student-teachers’ perception of CT knowledge and practice developed relatively professional skills as well as the feeling of discomfort which can lead to work stoppage. However, the impact of CT knowledge on attractiveness was significant. The inefficiency advice between actors in the professional life and several aspects of CT knowledge are provided. In addition, data are provided indicating that overall there are more similarities than differences between male and female student teachers over a response number. Data also shows that females who participate in the internship may be at risk for discomfort, incapability and doubt their practices. Conclusions: This study will encourage Teacher’s to reflect on their own knowledge, training device and to include them in the process of educational development.Downloads
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References
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https://doi.org/10.4236/ce.2014.54037
23. Desbiens JF, Borges C, Spallanzani C. I harm to my internship: problems and issues of practical training in teaching. Québec: PUQ; 2012.
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26. Brau-Antony S, Mieusset C, Lenfant A, Miot, C. Analyze the work of tutors of beginning teachers. Permanent Education, 2011; 186: 175-185.
27. Faingold N. Training of trainers in the analysis of practices. Research and Training, 2006; 51: 89-10.
28. Perez-Roux T. Professional insertion of teachers and identity construction at the test of the profession. Review of the HEP of French-speaking Switzerland and Ticino, 2016; 21: 95-115.
29. Bali N. The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill. Creative Education, 2015;06:87–99
https://doi.org/10.4236/ce.2015.61008
30. Zayed W, Bali N. Introduction of student teachers in Tunisian secondary schools: A discourse analysis of cooperative teacher. Creative Education, 2015; 6(3): 359- 368.
https://doi.org/10.4236/ce.2015.63034
31. Bali N. The No-Participation of Students in Physical Education: A Comparative Study of Tunisian Trainee Teachers. Creative Education, 2016;07:1486–99.
https://doi.org/10.4236/ce.2016.710154
32. Caires S, Almeida LS. Positive aspects of the teacher training supervision: The student teachers’ perspective. European Journal of Psychology of Education 2007;22:515–28.
https://doi.org/10.1007/BF03173469
33. Amade-Escot C. Interactive management of didactic contract in volleyball. In: C. Amade-Escot (ed.), Didactics of physical education; research status. Paris: EPS Review; 2003. P. 255-278.
34. Darnis F, Magendie E. Alternate teacher training: towards the co-construction of pragmatic concepts. Review Knowledge, 2011; 27: 63-83.
35. Mouton JC. Analysis of the consulting activity of the master trainer in practice. Research and Training, 2009; 62: 65-76.
2. Pennaforte AP. Organizational supports and individual’s commitments through work integrated learning. Higher Education, Skills and Work-Based Learning, 2016; 6(1): 89- 99.
https://doi.org/10.1108/HESWBL-07-2015-0038
3. Perera S, Babatunde SO, Pearson J, Ekundayo D. Professional competency-based analysis of continuing tensions between education and training in higher education. Higher Education, Skills and Work-Based Learning, 2017; 7(1): 92-111.
https://doi.org/10.1108/HESWBL-04-2016-0022
4. Masciotra D. Constructivism in simple terms. Educational life, 2007; 143, 48-52.
5. Den Brok PJ, Wubbels T, van Tartwijk JWF. Exploring beginning teachers' attrition in the Netherlands. Teachers and teaching, 2017; 23(8): 881- 895.
https://doi.org/10.1080/13540602.2017.1360859
6. Bali N, Zayed W, Hassen Z, Hermassi S, Chtara M, Mrayah M, et al. The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers. Creative Education, 2014;05:279–89.
https://doi.org/10.4236/ce.2014.54037
7. Tardif J. The influences of cognitive psychology on teaching and evaluation practices. Quebec Journal of Psychology, 1995; 16(2), 175-207.
8. Schmidt M, Knowles JG. Four Women’s Stories of Failure as Beginning Teachers. Paper presented at the AERA conference, 4-10. ED 375 080. New Orleans; 1994.
9. Brawdy P, Byra M. Supervision of Preservice Teachers during an Early Field Teaching Experience. Physical Educator, 1995; 52(3): 147-59.
10. Munby H, Russell T, Martin AK. Teachers’ Knowledge and How It Develops. In V. Richardson (4e ed.), Handbook of Research on Teaching, Washington, D.C.: American Educational Research Association; 2001. P. 877-904.
11. Desbiens JF, Borges C, Spallanzani C. Educational supervision in physical education. Education and Francophone, 2009; 37: 1- 5.
https://doi.org/10.7202/037649ar
12. Perez-Roux T. Identity Construction of New Teachers: What Recognition of Others to (Re) Known as a Professional?. Educations & Research Journal, 2012; 7: 69-84.
13. Zayed W, Bali N, Souissi N, Desbiens JF. The Conception of Tunisian Student Teachers of the Formative Role of the Cooperative Teacher’s. Creative Education, 2015; 6(10): 1060- 1075.
https://doi.org/10.4236/ce.2015.610105
14. Carlier G. Supervise trainees in physical education: guidelines for a function in the process of professionalization. Catholic University of Louvain. Belgium; 2002.
15. Boutet M, Rousseau N. The challenges of pedagogical supervision of internships. Québec: PUQ; 2002.
16. Carlier G. Supervise trainees in physical education: beacons for a function in the process of professionalization. PhenEPS Review / PHEnex Journal, 2009; 8: 96-111.
17. Desbiens JF. Field experience in Canadian initial teacher education. Handbook of Canadian Research in Initial Teacher Education; 2015.
18. Vandercleyen F, Delens C, Carlier G. Supervisory styles of training supervisors in physical education: taking into account the emotional experience of trainees during a post-lesson interview. EJRIEPS; 2013.
19. Chaliès S, Durand, M. Summary note the usefulness of tutoring in initial teacher training: Forms and devices of professionalization. Research and Training, 2000, 35(1): 145-180.
20. Lebel C, Bélair LM. The factors of perseverance in teaching. In: Actes colloque de l’AREF [News from research and training], France: University of Strasbourg; 2007.
21. Doudin PA, Curchod-Ruedi D, Lafortune L, Lafranchise N. The psychosocial health of teachers. Québec: Presses of the University of Québec; 2011.
22. Bali N, Zayed W, Hassen Z, Hermassi S, Chtara M, Mrayah M, Desbiens JF. The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers. Creative Education, 2014; 5(04), 279- 289.
https://doi.org/10.4236/ce.2014.54037
23. Desbiens JF, Borges C, Spallanzani C. I harm to my internship: problems and issues of practical training in teaching. Québec: PUQ; 2012.
24. Zayed W, Souissi N, Bali N. The professional inclusion dimension in teaching practice: an inventory of experiences and perceptions of Tunisian Future-Teachers. Transylvanian Review, 2018a; 1(1).
25. Ndoreraho JP, Martineau S. A problem of early career in teaching. Retrieved November; 2006.
26. Brau-Antony S, Mieusset C, Lenfant A, Miot, C. Analyze the work of tutors of beginning teachers. Permanent Education, 2011; 186: 175-185.
27. Faingold N. Training of trainers in the analysis of practices. Research and Training, 2006; 51: 89-10.
28. Perez-Roux T. Professional insertion of teachers and identity construction at the test of the profession. Review of the HEP of French-speaking Switzerland and Ticino, 2016; 21: 95-115.
29. Bali N. The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill. Creative Education, 2015;06:87–99
https://doi.org/10.4236/ce.2015.61008
30. Zayed W, Bali N. Introduction of student teachers in Tunisian secondary schools: A discourse analysis of cooperative teacher. Creative Education, 2015; 6(3): 359- 368.
https://doi.org/10.4236/ce.2015.63034
31. Bali N. The No-Participation of Students in Physical Education: A Comparative Study of Tunisian Trainee Teachers. Creative Education, 2016;07:1486–99.
https://doi.org/10.4236/ce.2016.710154
32. Caires S, Almeida LS. Positive aspects of the teacher training supervision: The student teachers’ perspective. European Journal of Psychology of Education 2007;22:515–28.
https://doi.org/10.1007/BF03173469
33. Amade-Escot C. Interactive management of didactic contract in volleyball. In: C. Amade-Escot (ed.), Didactics of physical education; research status. Paris: EPS Review; 2003. P. 255-278.
34. Darnis F, Magendie E. Alternate teacher training: towards the co-construction of pragmatic concepts. Review Knowledge, 2011; 27: 63-83.
35. Mouton JC. Analysis of the consulting activity of the master trainer in practice. Research and Training, 2009; 62: 65-76.
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Published
2019-04-20
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Zayed W, Zguira M, Souissi N, Bali N. The determination of cooperative teacher’s knowledge problems: training device and attractiveness of Tunisian student-teachers. Physical Education of Students. 2019;23(2):98-105. https://doi.org/10.15561/20755279.2019.0208
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