Repercussions of behavior of Cooperative Teacher’s on health and attractiveness of Tunisian Student Teachers

Authors

DOI:

https://doi.org/10.15561/20755279.2018.0208

Keywords:

Physical Education, traineeship, tutor, accompanying practices

Abstract

Purpose: This study was to explore the repercussions of the cooperative teacher’s (CT) behavior on health and attractiveness of Physical Education student teachers (PE-ST) believed to be important for a successful preparatory traineeship and training device in the professional life. The CT is considered a person of alternation between academia and training, contributing to the formation by advice and support. The Cooperative Teacher’s must have a style; develop a training contract, master interview techniques and make evaluation. However, questions remain as to how well Higher Education Institutions prepare the Student Teachers to meet the challenges and requirement of work environments. Material: Data were collected with 302 student teachers (202 males and 100 females) before professional training. A descriptive/exploratory methodology based on a questionnaire consisting of eighteen questions was used. The value of Cronbach alpha index is 0.857. Results: globally supported the hypotheses. Male and female student teachers in the internship shared several perceptions. However, significant differences emerged. Student teachers perception of CT behavior and supports developed relatively professional skills, personal life as well as the feeling of discomfort which can lead to work stoppage. However, the repercussion of CT behavior on health and attractiveness was significant. The negative relationship between actors in the in professional life and several aspects of CT behavior are provided. In addition, data are provided indicating that overall there are more similarities than differences between male and female student teachers students over a response number. Data also suggest that females who participate in the internship may be at risk for discomfort and anxiety problems. Conclusions: This study will encourage Teacher’s to reflect on their own behaviors, support practices and to include them in the process of educational development.

Author Biographies

Zayed Wadii, Higher Institute of Sport and Physical Education

zayed-wadii@hotmail.com; Road of Tozeur 2100, Gafsa Tunisia

Bali Naila, Higher Institute of Sport and Physical Education

naila_bali@yahoo.fr; Road of Tozeur 2100, Gafsa Tunisia

Souissi Nizar, Higher Institute of Sport and Physical Education

n.souissi@yahoo.fr; Road of Tozeur 2100, Gafsa Tunisia

References

Pennaforte AP. Organizational supports and individuals commitments through work integrated learning. Higher Education, Skills and Work-Based Learning, 2016; 6(1): 89-99.

Perera S, Perera S, Babatunde SO, Babatunde SO, Pearson J, Pearson J, Ekundayo D. Professional competency-based analysis of continuing tensions between education and training in higher education. Higher Education, Skills and Work-Based Learning, 2017; 7(1): 92-111.

Amamou S. The perception of self-efficacy in classroom management by teacher trainees in the middle of their training in physical education. University Sherbrook, 2014. [cited 2017 Nov 10]. Available from: http://hdl.handle.net/11143/5423

Perez-Roux T. Identity Construction of New Teachers: What Recognition of others to known as a Professional? Educations & Research Journal, 2012; 7: 69-84.

Bali N et al. The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers. Creative Education, 2014; 5: 279-289.

Martineau S, Presseau A. The sense of professional incompetence of teachers early in their careers and support employability. Brock Education, 2003; 12: 2-6.

Zayed W, Bali N. Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher. Creative Education, 2015a; 6: 359-368.

Carlier G. Supervise trainees in physical education: guidelines for a function in the process of professionalization. Belgium: Catholic University of Louvain; 2002.

Maela P. Autour du mot accompagnement. Recherche et formation, 2009; 62: 91-107.

Melki H, Bouzid MS, Haweni A, Fadhloun M, Mrayeh M, Souissi N. Formative assessment: exploring tunisian cooperative teachers practices in physical education. Pedagogics Psychology Medical-Biological Problems of Physical Training and Sports. 2017;21(5):227-235. doi:10.15561/18189172.2017.0505

Kosnik C. It is not just practice: Conflicting goals, unclear expectations. In: F.J, Benson & C. Riches (dir.), Engaging in Conversations about Ideas in Teacher Education. New York: Falmer Press; 2009. P. 65-71.

Desbiens JF, Borges C, Spallanzani C. I harm to my internship: problems and issues of practical training in teaching. Montréal, Québec: PUQ; 2012.

Chaliès S, Durand M. Summary note the usefulness of tutoring in initial teacher training: Forms and devices of professionalization. Research and Training, 2000; 35: 145-180.

Carlier G, Clerx M. The pleasure of participating in a training course. In: Carlier G, Borges C, Clerx M, Delens C, editors. Professional identity in physical education. Research in teacher training and didactics. Belgium: university press of Louvain; 2012. P. 23-41.

Boutin G, Camaraire L. Welcome and mentor a trainee. Practical guide for the teacher-trainer. Montréal, Québec: News Editions; 2001.

Faingold N. Training of trainers in the analysis of practices. Research and Training, 2006; 51: 89-104.

Boutet M, Rousseau N. The challenges of pedagogical supervision of internships. Montréal, Québec: PUQ; 2002.

Trohel et al. The dynamics of trainee-trainee interactions in situation of educational advice. Knowledge, 2004; 5: 119-140.

Brau-Antony S, Mieusset C, Lenfant A, Miot C. Analyze the work of tutors of beginning teachers. Permanent Education, 2011; 186: 175-185.

Vandercleyen F, Delens C, Carlier G. Supervisory styles of training supervisors in physical education: taking into account the emotional experience of trainees during a post-lesson interview. EJRIEPS, 2013;2:61-99.

Boutet M, Pharand J. Accompanying concentrated of trainees in teaching. Montréal, Québec: PUQ; 2008.

Rayou P, Ria L. Train new teachers. Around the statutes, organization and professional knowledge. Education and Societies, 2009; 1: 79-90.

Paquay L. Continuity and progress in research on teacher training. In train professional teachers. Superior Boeck, 2012; 4: 5-26.

Buyse E, Verschueren K, Doumen S, Van Damme J, Maes F. Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 2008; 46: 367–391.

Hamre BK, Pianta RC. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 2005; 76: 949-967.

Zayed W, Bali N, Souissi N, Desbiens JF. The Conception of Tunisian student teachers of the formative role of the cooperative teacher’s. Creative Education, 2015b; 6: 1060-1075.

Monfette O, Grenier J. Identification of roles that s' attribute associate teachers paired with student teachers of physical education who developed their self-efficacy after an internship. Revue McGill Educational Sciences, 2014; 49: 113-130.

Ndoreraho JP, Martineau S. A problem of early career in teaching. Retrieved November 20; 2009.

Gaudreau N, Royer É, Beaumont C, Frenette É. Positive Management of Classroom Situations: A model of on-the-job training to help elementary school teachers prevent difficult student behaviors. Childhood in difficulty, 2006; 1: 85-115.

Gilbert MC, Education EPE. An attempt at understanding the psychological suffering of teachers: a psycho-dynamic reading of work (Doctoral dissertation). Laval University; 2012.

Houlfort N, Sauvé F. Psychological health of teachers of the Autonomous Federation of Education. School of Public Administration; 2010.

Doudin PA, Curchod-Ruedi D, Lafortune L, Lafranchise N. The psychosocial health of teachers. Montréal, Québec: PUQ; 2011.

Bauer J, Unterbrink T, Hack A, Pfeifer R, Bulh-Griebhaber V, Muller U, Wesche H, Fromhold M, Seibt R, Scheuch K, Wirsching M. Working conditions, adverse events and mental health problems in a sample of 949 German teachers. International Archive of Occupational and Environmental Health, 2007; 80: 442-449.

Mukamurera J. The dropping out of teachers. You have to sound the alarm. [cited 2011 July 26]. Available from: http://cbcsq.qc.net/sites/1673/documents/secteurs/entrevue_j_moukamouderas.pdf

Ingersoll RM, Smith TM. The wrong solution to the teacher shortage. Educational Leadership, 2003; 60(8): 30-33.

Parmentier C. The essence of the training. Paris, France: Organization Editions; 2003.

Rajuan M, Beijaard D, Verloop N. The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers. Mentoring & Tutoring: Partnership in Learning, 2007;15:223–42. doi:10.1080/13611260701201703.

Gold Y. Beginning teacher support. Attrition, mentoring, and induction. In: Sikula, J., Buttery, T. J. & Guyton, E. (editors), Handbook of Research on teacher Education. Second Edition. New York: Macmillan Library; 1996. P. 548-594.

Downloads

Published

2018-04-27

How to Cite

1.
Wadii Z, Naila B, Nizar S. Repercussions of behavior of Cooperative Teacher’s on health and attractiveness of Tunisian Student Teachers. Physical Education of Students. 2018;22(2):104-11. https://doi.org/10.15561/20755279.2018.0208
Statistics

Abstract views: 609 / PDF downloads: 762