TITLE:
Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia
AUTHORS:
Talel Maddeh, Souheil Hermessi, Nabila Bennour, Nizar Souissi
KEYWORDS:
Physical Education, Student Teachers, Educational Approach, Disruptive Behaviors
JOURNAL NAME:
Creative Education,
Vol.6 No.11,
June
26,
2015
ABSTRACT: This article sets to study the reactions of student teachers towards students’ disruptive behaviors
in high school. A delayed video-scopic analysis has been performed using the “Disciplinary Incidents
Analysis System” (Brunelle, Brunelle, Gagnon, Goyette, Martel, Marzouk, & Spallanzani, 1993).
A total of 1379 reactions to disruptive behaviors have been recorded in Tunisian student teachers
enrolled in the last year of their teacher education in the License-Masters-Doctorate (LMD) system.
The results show a clearly low level of student teachers’ intervention since they frequently opt for
ignorance of disruptive behavior. In fact, a high predominance of the reaction “ignore” (56.9%)
qualifies these interventions, while interactive reactions are seldom used (17.4%). Following these
results, a readjustment is probably required in both the practical and theoretical parts of teacher
education of Tunisian student teachers. This may occur by making teaching disruptive behaviors’
management at school part of the curriculum