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.
Highlights
Introduction of Student Teachers in TunisianSecondary Schools: A Discourse Analysis of Cooperative TeacherWadii Zayed1,2, Naila Bali1,2Received 22 February 2015; accepted 12 March 2015; published 16 March 2015 AbstractIn 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
The physical education student teachers (PE-STs) must manage the time of the session, advice the student to come on time and in uniform, not to waste time when dressing in the locker room, respect the time of the laying and does not release them late
They should write in the call register with codes and track absentee and sick students throughout the cycles, talks about the different cases of the exclusion of the student, said that in case of accident, physical education (PE)-STs must complete accident reports, talks about the different cases of the exclusion of the student. 5) “The interventions of PE-STs” whenever CT states that PE-STs must transmit knowledge, contribute to the regulation of the activity of students, have methods of intervention, and discover effective solutions to constraints
Summary
Introduction of Student Teachers in TunisianSecondary Schools: A Discourse Analysis of Cooperative TeacherWadii Zayed, Naila Bali1,2Received 22 February 2015; accepted 12 March 2015; published 16 March 2015 AbstractIn 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. Bali work (Dugal, 2003; Carlier & Clerx, 2012) and of High Institute of Sport and Physical Education (ISSEP) in Tunis (Bali & Zayed, 2014). This interest is likely that the tutorial activity plays a joint role development of professional skills of trainee teachers (Darnis & Magendie, 2011). The objective of this study is to highlight the teaching practices of CT. we will define a first time to study the nature of post sessions speeches at welcome sessions and check in a second time to identify the opinions in a confrontational data collected across data crossing observations and semi-directive interviews
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