Author(s)

Hasan Melki, Mohamed Sami Bouzid, Aymen Hawani, Maher Mrayeh, Nizar Souissi

Higher Institute of Sport and Physical Education, Tunis, Tunisia.

Training experience is an important part in the initial training of future teachers of Physical education (PE). The practice part of training is ensured at the same time by a university professor (UP) and a cooperative teacher from the school environment (CT). This latter ensures the teacher- student’s training, supervision and evaluation. He is usually selected according to his experience, his skills and his professional qualities. However, the recruitment of these mentors is considered as a serious challenge, since in Tunisia each teacher has the choice of being a mentor. Thus, it is important to have a better insight of the prevailing cooperative roles to which the Tunisian cooperative teachers grant the highest significance. This study has been achieved in the framework of a preparatory training to professional life for the teaching of physical education. It consists in an exploratory research. In order to discern the cooperative teachers’ perceptions toward their contribution in the training of teacher-students, we have performed semi-directed interviews with 5 cooperative teachers. On that account, the interview analysis results highlight five major roles to which the cooperative teachers attribute a huge importance; 1) checking the planning quality of the courses supplied by the teacher-student; 2) observing the proceeding of the unfolding of the period; 3) urging the teacher-student to assume his responsibility; 4) assisting him to find solutions and finally; 5) exchanging ideas with the teacher-student.

Teacher-Student (TS), Cooperative Teacher (CT), Physical Education (PE), Exploratory Research, Initial Professional Training, Accompaniment

Melki, H. , Sami Bouzid, M. , Hawani, A. , Mrayeh, M. and Souissi, N. (2016) Identification of Prevailing Roles to Which Tunisian Cooperative Teachers (CT) Attach a Big Importance in Accompanying Teacher Students (TS). Creative Education, 7, 1244-1252. doi: 10.4236/ce.2016.79131.