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Deaudelin, C., & Dussault, M. (2002). Incidence d’une stratégie de développement professionnel des enseignants sur l’intégration des technologies de l’information et de la communication à leur enseignement, dans un contexte de développement organisationnel. Rapport de recherché, Québec: Gouvernement du Québec.

has been cited by the following article:

• TITLE: Impact of “Body Language and Public Speaking” Training on Physical Education Trainees’ Perceptions Self-Efficacy Pedagoguique

  AUTHORS: Aymen Hawani, Hsan Melki, Maher Mrayeh, Mohamed Sami Bouzid, Nizar Souissi, Moez Mrabet

  KEYWORDS: Training, Physical Education, Trainees, Body Language and Public Speaking, Perceptions of Self-Efficacy of Teachers (PAE)

  JOURNAL NAME: Creative Education, Vol.7 No.14, August 24, 2016

  ABSTRACT: This study measures the impact of additional training in communication (Body Language and Public Speaking) on the sense of self-efficacy trainee teachers of physical education during the preparation internship working life. An experimental group that received additional theoretical and practical training in the classroom communication was compared to a control group that followed the initial training course. Two measures of this sentiment were taken at different times using the questionnaire “Perceptions of self-efficacy of teachers (PAE)” cited by Crahay & Laduron (2009). This device allows to apprehend two dimensions: the perception of overall effectiveness and perceived self-efficacy. The analysis provides students who have received training in Body Language and Public Speaking to express a sense of greater efficiency than those who have received usual initial training.