Abstract
The purpose of this study is to compare the quality of skill’s appropriation of the learning time management by two categories of physical education (PE) trainee teachers coming from two different types of academic training. Ten volunteering teachers of PE with an average age of 23 ± 1 years and recently recruited (9 months work experience) were selected. Five licensees (ESL) originate from the License Master Doctorate (LMD) and five masters graduates (ESM). It should be noted that chosen teachers have significantly the same working conditions (two sessions of sport and physical education (SPE) per week, 32 to 34 students (±14 years) per class) and have the same physical or environmental conditions. The observation focused on three sports disciplines (sprinting, gymnastics and handball). Gender and experience in sporting practice of students have not been considered. The results obtained have shown that the ESM develop a control quality much better than their ESL counterparts balanced distribution of learning time, especially regarding the time spent on preparatory situations (p p < 0.047). Also, it should be noted that the licensee teachers spend more time explaining the objectives and content of the session than their counterparts ESM. However, the difference appears insignificant as to time provided for the organization of the material, the transition to the explanation of the mode of organization, movements, available equipment and to discuss the rules of discipline and security.
Highlights
In most of the countries, in North America and Europe, the academic training for educational jobs knows, in the last few decades, many transformations
In the graph below we are going to proceed to the analytical description of the different components of the learning time represented by the preparatory situations, situations of development of knowledge and the situations of motor development
It is to be noted that this difference is not significant in terms of the time allotted by the two types of teachers to situations of motor development (ESM: 11.33% and ESL: 13.37%)
Summary
In most of the countries, in North America and Europe, the academic training for educational jobs knows, in the last few decades, many transformations. Tunisia did not miss this event; it has been held to a change of training curriculum engendered by a reform of the educational system in 2006 and this, for the purpose to align international guidelines This reform brings the teaching environment to ask questions about the effectiveness of such a change. According to Martin and Baldwin (1996), success in controlling one’s class allows creating a climate of healthy learning, focusing on the pupils, and maximizing the time of learning. This skill would dictate the success of the teaching career as well (Nault & Fijalkow, 1999). According to Durfour (2009), the management of class refers to a well-developed set of skills and strategies produced by the teacher
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