Abstract
The behavior of cooperative teacher’s for integration into professional life was largely influenced by human relationships with other teachers and administrative staff. Firstly, our studies aimed to identify the interactions developed during the presence of cooperative teacher’s (CT) in the preparatory training for working life. Secondly, we ask to know how the masters of the course actually help to integrate training against the constraints that were imposed on his entourage. For this reason we base our analysis on a questionnaire consisting of ten questions that are the elements that make up the scale to clarify the latent construct “the integration of CT in professional life” and semi-directive interviews. The value of Cronbach alpha index is 0.772. Therefore, we can say that we get to this scale that consists of ten questions, satisfactory internal consistency. Our data were collected in the end of the course and interviews with ten physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They all mixed classes of Level 1 and 2 (first and second year of secondary school) teach. These interviews were semi-structured (30 minutes) and gave the PE-STs opportunity to distribute their views on major issues such as the satisfaction of the integration, management, as well as more succinct topics such as difficulties that occurred all along the path of integration. The data were analyzed using a constant comparison. However, three main issues have emerged of responses that illustrate the PE-STs’ satisfactions, and it’s their integration into working life, the definition of the objectives of the course and the role of CT (monitors and internship supervisor). This study revealed three major advanced by PE-STs conceptions: 1) the satisfaction of the integration (45%); 2) supervision (51.2%); and 3) knowledge of the objectives of the course (28.8%). The issues addressed in this paper will encourage educators to reflect on their own coaching practices and to include them in the process of accompanying PE-STs.
Highlights
The difficulties cited above and the conducts in which PE-STs manage with them form an undividable part of their early profession in school
All were young males (21 ± 1 years old) enrolled in an introductory course to professional life, what we call in Tunisia introductory course to practice pedagogy, that share of the curriculum is of the last year of the Fundamental of Physical Education License
Ten conceptions used by PE-STs emerged from the data collected and were illustrated in Table 1: 1) satisfaction of integration (45%), 2) Understanding of the objectives of the course (28.8%), 3) Knowledge of the role of the coach (53.8%), 4) Knowledge of the role of supervisor (53.8%), 5) Satisfaction of coaching (51.2%), 6) Using the framer by boards (61.2%), 7) The coach facilitates the integration of PE-ST in the teaching staff (55%), 8) The coach facilitates the presentation of PE-ST students (43.8%), 9) The coach facilitates PE-ST access to land and material (66.3%) and 10) Acquisition only through the framer (53.8%)
Summary
The teaching profession is a crossing between a partial experience, teaching under controlled conditions as an intern and the assumption of all the obligations of the real world of the classroom and the school. (2013) reported that the effectiveness of organizational practices, leadership and management courses PE-STs plans motor commitment and discipline remain important challenges for trainees arrived after four years of training in PE-STs. In contrast, Reeve (2002) regrets that the training programs of teaching focus primarily on conduct to better monitor student behavior to the detriment of ways to better support the development of autonomy and motivation self-determined. For many students, this is the most meaningful dimension of the teacher training program, the long appointed moment of learning to teach (Banville, 2002; Brown, 2004) For others, this is a very anxious time, a long “endurance test” marked by confusion in terms of setting expectations to meet, and to assume roles and functions to be performed (Kosnic, 2009). The difficult that PE-STs faced was how to integrate into the course by acting teacher and comply with its status as a student (Bali, 2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
