Author(s)

Naila Bali, Wadii Zayed, Zied Hassen, Souhail Hermassi, Moktar Chtara, Maher Mrayah, Jean François Desbiens

Education Department, Sherbrooke University, Quebec, Canada.
High Institute of Sport and Physical Education, Ksar Sa?d, University la Manouba, UMA, Tunis, Tunisia.
High Institute of Sport and Physical Education, Ksar Sa?d, University la Manouba, UMA, Tunis, Tunisia;Tunisian Research Laboratory Sport Performance Optimization, Tunis, Tunisia.

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.

Professional Recognition; Novice Teacher; Integration; Role and Status

Bali, N. , Zayed, W. , Hassen, Z. , Hermassi, S. , Chtara, M. , Mrayah, M. and Desbiens, J. (2014) The Conceptions of Integration of Tunisian Physical Education Cooperative Teachers and Student Teachers. Creative Education, 5, 279-289. doi: 10.4236/ce.2014.54037.