Author(s)

Wadii Zayed^1,2, Naila Bali^1,2, Nizar Souissi^1,2, Jean François Desbiens³

¹High Institute of Sport and Physical Education of Ksar Saîd, University la Manouba, Tunis, Tunisia.
²Tunisian Research Laboratory “Sport Performance Optimization”, Tunis, Tunisia.
³Education Departments, Sherbrooke University, Quebec, Canada.

Tutoring is located at the crossroads of academic and practical logic; it’s defined as a training device in the workplace. Indeed, much research has demonstrated the importance of the accompaniment of the cooperative teacher’s (CT) on their practicum. The CT is contributing to the training by the advice and support. Our research "the formative role of CT" seeks to explore the accompaniments practices in initial training of PE-STs. This study includes a qualitative analysis which aims to identify the conception PE-STs of the role of CT for whom they are responsible for training. It’s a descriptive/exploratory methodology based on a questionnaire consisting of open questions to clarify the latent construct “practical accompanying” and gives PE-STs the opportunity to share their concepts and concerns on issues, such as professional training, accompanying practices and CT role. Data are collected with forty PE-STs during professional training in Level 3 (third year, BAC + 3). PE-STs justify their preoccupation by four categories in which we have grouped the different types of responses. The PE-STs are more interested by problems of the knowledge (32.39%) and interventions (30.99%) of CT. They believe that there’s a difference between the conception of the role of CT by PE-STs before and during the internship.

Professional Training, Student Teachers, Tutor, Practical Accompanying

Zayed, W. , Bali, N. , Souissi, N. and Desbiens, J. (2015) The Conception of Tunisian Student Teachers of the Formative Role of the Cooperative Teacher’s. Creative Education, 6, 1060-1075. doi: 10.4236/ce.2015.610105.