TITLE:
The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers
AUTHORS:
Naila Bali, Wadii Zayed, Zied Hassen, Souhail Hermassi, Moktar Chtara, Maher Mrayah, Jean François Desbiens
KEYWORDS:
Professional Recognition; Novice Teacher; Integration; Role and Status
JOURNAL NAME:
Creative Education,
Vol.5 No.4,
March
19,
2014
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.