Compared Efficiency of Abilities to Steer Learning Situations by Two Categories of Sport and Physical Education Teachers Having Different Levels of Academic Qualification ()
1. Introduction
The professional training is a process that has a practical purpose. This purpose is characterized by the construction and development of professional skills useful for teaching practice. This training is specified by the development of teaching skills, which emphasizes the importance of knowledge to teach in addition to the mastery of knowledge to teach Altet (1995). For their part, Altet, Paquay and Perrenoud (2002) enhance that the training recognizes the specificity of teaching practice as a labor of interaction teaching situation finalized. Teaching is a complex profession, which can be defined in its complexity in terms of tasks, methods or planned a priori techniques.
Indeed, the difficulty of the intervention in sport and physical education (SPE) is explained by the fact that it takes place in professional exchange situations and interactions with different learners, characterized by unpredictability in the management of events, multiplicity of decision-making, and the simultaneity of tasks Perrenoud (1993, 1994a, 1994b). In these professional situations, Tardif (1993) and later Paquay (1996) suggest that the model of rational teacher shall implement different types of action thus covering the traditional act, emotional, normative, strategic, the dramatic, expressive and the communicational one.
So we can consider that the teacher is taken to guide a learning process from the beginning to the end using a set of professional actions allowing him to create a classroom climate conducive to learning (Altet, 1998). Thus, the teaching profession is at the interface of two types of identity: identity directly related to the work for the class and in the classroom Theureau (2000). This leads us to identify the physical education teacher must have a power of intervention for her good behavior in class and ensure an effective learning process with all levels of students.
However, it should be noted that the primary school teachers, college and secondary school professors ensure the business unit beyond the particularities of each level of education. Now, the training of teachers in Tunisia is based on a competency framework implicitly mentioned in the academic and devices through a number of training units. They relate to knowledge, skills as well as basic and professional attitudes necessary to perform the tasks assigned.
Nevertheless, it is noteworthy that handling a multitude of teaching situations with all possible constraints requires continuous attention and continuous process from the teacher (Vergnaud, 1993). Twelve teaching professional practices and trainings for careers in education and training barriers were identified by a number of researchers, such as Berthier and Ubaldi (2006). These researchers have tried to describe the sensitive elements which hinder the ownership of institutional areas, axiological, instructional, teaching and professional gestures of action.
In fact, these obstacles are represented by the decision-making, values, knowledge involved, actions, space/ time, issues of communication, personal theory of action, distance, planning, authority, interdisciplinarity, and individual/collective. Moreover, the issue of training is designed to describe the tension and sore point accompanying empirical facets, technical, theoretical of the didactic impediment. Indeed, in the dynamics of the professional didactic obstacles and according to the lived situations, professional identity will build and shape. If their awareness in work practice analysis does not guarantee a change in the subject of his actions, it nonetheless constitutes a major and decisive moment in the construction and training of professional identity that will enroll in a professional community and at the same time manifest its uniqueness and personal style. To conclude this introduction, it is imperative to note that the objective of this study is to highlight the impact of the qualification of sport and physical education teachers on the quality of their performance with respect to the degree of mastery of the competency steering teaching-learning situations especially as relates to the explanation of the driving task at hand, the accuracy of the resources necessary to accomplish the required engine performance, organizing groups and compliance planning.
We also fixed as aims to answer the questions of the following searches:
• What is the level of mastery of the competency steering learning situations among physical education teachers?
• Is there a relationship between the type of degree held and the level of mastery of the competency steering learning situations?
2. Methodology
2.1. Objective Research
The objective of this study is to highlight the impact of the qualification of sport and physical education teachers on the quality of their performance with respect to the degree of mastery of the competency steering teachinglearning situations especially as relates to the explanation of the driving task at hand, the accuracy of the resources necessary to accomplish the required engine performance, organizing groups and compliance planning.
2.2. Experimental Sample
Our sample consists of 20 teachers working in 6 scholar establishments in the city of big Tunisia and having professional experience of 7 to 10 years was participated in this study. Their ages range between 32 and 35 years. The sample is divided according to the following variable: levels of academic qualification. The performance evaluation of selected pedagogical frameworks is done with classes 9th base year with an average of 34 students per class. The population of teachers was observed and evaluated during the physical education activities that have no link with their origins sports specialties (see Table 1).
2.3. Experimental Procedures
The experimental task is to make video and sound recordings of tge sessions of sport and physical education (SPE) provided by all the chosen teachers. The observation and evaluation will focus on different indicators of the competence of driving situations teachings. In total, 40 sessions of SPE chosen at random are filmed. Each of these teachers has been observed during two sessions.
Sessions observed are filmed with a digital camera, Sony Cyber Shot 14.1 megapixels. Filming begins at the first interaction of the teacher with his students. It is concluded when the last interaction is complete. All the observed sessions lasts between 50 and 55 minutes. At the first presence of researcher in each class, the teacher and the researcher justify the presence of the observer and the camera by explaining to students that it is a collaboration between young teachers for training in as a new teacher. The insistence is not carried about their behavior and consequences of their schooling.
The filming takes place in the same way on the all sites of research. It is provided by a mobile camera, focused on the teacher and held by the researcher or perhaps put to him at different times of each session. The mobility of the camera is to monitor to follow the activity of the teacher through the pivots and zooms. The pivots are used to track his movements when the teacher leaves the plane of the camera. Zooms are to identify more clearly the teacher actions when he is away from the camera. In order to not interfere with the conduct of lessons and can cover a wide angle of educational space, the recording made from an eccentric position.
The researcher is always taking place in the corner of the gym, the field or the gym, usually sitting against a wall, behind a table on which rests the camera. Furthermore, teachers are equipped with a lavalier microphone connected wirelessly to the camera and thereby have, on the same tape, video recordings relating to the activity of the teacher in the midst of students, and audio recordings referring to verbal interactions between teacher and students. All these audio and video recordings have led us to the final archive 40 strips about an hour. From these bands, the same researcher who has filled records 40 grids observations.
Table 1. Characteristics of the study sample.
2.4. The Observation Grid
Control of pedagogical situation means the ability to establish risk-taking uncertainties and constraints and to mark students learning way. It thus implies that the teacher gives a direction, paving the way, landscape obstacles and landmarks, redirects and sometimes models approaches and detours to take students. Far from restricting the function of command or management time and resources in the classroom, this jurisdiction includes the discernment which guides the teacher’s attention to the signs of an imbalance in students’ conceptions, which indexes the warning to trigger and develop approaches to learning to create new balances Lebrun and Wood (2002).
So in choosing the means to collect the necessary study that we conducted we opted for the choice of video recordings that could bring every detail and provided a workable at all times memory. To carry out this research we relied on a didactic support, we crafted from some grids specialists (Sarthou, J. Actio 2003; Récopé 2001; Bouthier, 1986) to facilitate note taking and help limit the parameters to be observed. In order to evaluate the competence of driving situations Teaching in Sport and Physical Education, we have identified the following five skills components of competence steering (Roux-Perez, 2005):
1) The explanation of the task at hand: Uses a nice and enthusiastic tone, demonstration uses gestures, trying to maintain eye gaze with students, solicits students’ attention, repeat elements misunderstood, checks understanding students and uses clear language;
2) Accuracy of resources: Uses music, uses media, uses the educational material (studs, spikes, balls, lattes...), uses the stopwatch and whistle and uses the appropriate space;
3) The organization of groups: Demonstrated availability to students, the tag field, precise directions, circulates between groups, redirecting students and fixed pins;
4) Encouragement: Encourages students to correct itself, encourages students to help each other, avoids negative reviews, raises the interaction between students, stimulates students (even lower), encourages students by asking them personally and gives feeds back positive (well, yes, Voila...);
5) Respect for planning: Respects the cyclic program, the fixed number of passes and repeat, respects the time for each situation and adjusts the meeting in relation to unforeseen (number of groups, land availability, climate...);
6) Statistical Procedures: To analyze the data, we chose the statistical tools most frequently appropriate to the field of physical and sporting activities. We used the statistical software SPSS 16.0 (2006). The statistical evaluation of the data collected was performed using descriptive statistics (we used the mean, standard deviation, minimum and maximum values), and comparative statistics (we used T single student).
3. Result and Interpretation
3.1. Assessment of Competence in General Steering
1) Degree of mastery of the competency steering learning situations.
The use of data in Table 2 allowed us to distinguish the degree of mastery of general professional competence concerning pilotage of learning situations proves moderately mastered by SPE teachers studied (P < 1.25).
2) Determining the overall level of mastery of the competency control depending on the level of qualification of SPE teachers.
The use of statistical values in Table 3 on the effect of the variable level of qualification of teachers competence steering learning situations in general has allowed us to infer that PE teachers (E1) mastered better control the competence of learning situations that PE teachers (E2) (P < 0.002).
3.2. Evaluation of Component Skills Piloting Learning Situations
3.2.1. The Component of Competence Regarding the Explanation of the Task to Execute
1) Evaluation of the explanation of the task to perform general.
Table 2. Degree of control of the competency steering.
Use the results of Table 4 allowed us to conclude that the explanation of the task to be performed, as a parameter within the jurisdiction steering in different sessions observed SPE is not mastered by teachers studied (P < 0.002 and 3.67 < 4).
2) Evaluation of the explanation of the task to be performed depending on the skill level of PE teachers.
The use of statistical values in Table 5 on the effect of the variable level of qualification of teachers on teaching skills on the explanation of the task at hand has allowed us to distinguish the degree of mastery of the latter does not matter whatever the academic graduation.
3.2.2. Evaluation of Different Indicators for Explaining the Task to be Executed
Analysis of the data indicated above in Table 6 and are related to indicators on the explanation of the task to be performed we concluded that four out of seven indicators are moderately mastered. We note respectively the indicator on the use of a pleasant and enthusiastic tone, use of demonstration gestures, maintaining eye gaze with students and soliciting students’ attention during sequences teaching. However, it should be noted that the repetition of misunderstood, verification of student understanding, and the use of plain language are few indicators mastered by all educational settings observed.
1) Evaluation of the quality of ownership of different indicators for the explanation of the task to be performed depending on the level of qualification.
The analysis of the above-listed in Table 7 and data on indicators that are on the explanation of the task to be
Table 3 . Degree of mastery of the skill of driving and skill level.
Table 4. Quality of component jurisdiction in the explanation of the task to execute all teachers studied.
Table 5. Quality of component jurisdiction in the explanation of the task to be performed depending on the level of qualification.
Table 6. Quality indicators for explaining the task to be executed.
P: Probability; NS: Not significant; P < 0.05; **P < 0.01; ***P < 0.001.
performed depending on the skill level of PE teachers, allow to say that among the seven indicators explanation of the task to execute six are indifferent level qualification PE teachers. We note respectively the indicator on the use of a pleasant and enthusiastic tone, the use of gestural demonstration, soliciting the attention of students, repetition of elements misunderstood, checking the understanding of the student, as well as the use of plain language. By cons we found that PE teachers (E1) better mastered the fact Seek to maintain eye gaze with students and teachers of SPE (E2).
3.3. Component of Competence Regarding the Accuracy of the Resources
3.3.1. Assessment of the Accuracy of the Overall Resources
1) Evaluation of the accuracy of the resources of all teachers surveyed.
The analysis of the statistical values shown in Table 8 shows that PE teachers reported experiencing difficulties with regard to the accuracy of the resources to which students have access to perform scheduled and desired learning.
2) Assessment of the accuracy of the resources according to the skill level.
Visualization of statistical values in Table 9 on the effect of varying skill levels of teachers competence for the accuracy of the resources allowed us to infer that PE teachers (E1) mastered it better that PE teachers (E2).
3.3.2. Evaluation of the Quality of Ownership of Various Indicators of the Accuracy of the Resources
Reading in Table 10, we concluded that the majority of teachers observed have mastered the use of a space that responds to the number of students in their classes and the nature of the activity addressed. The use of media or music as teaching resources appear to be two components of precision low HGV resources. However, it should be noted that the use of educational material, and the use of the whistle and stopwatch are moderately mastered.
1) Evaluation of the quality of ownership of different indicators as to the accuracy of resources depending on the level of qualification of PE teachers.
Table 7. Quality of the indicators relating to the explanation of the task to be performed depending on the level of qualification.
NS: Not significant; *P < 0.05; P < 0.01; P < 0.001.
Table 8. Quality of the general precision resources.
Table 9. Competence regarding the accuracy of the resources based on the level of academic qualification.
Table 10. Quality indicators for the accuracy of the resources.
According to the statistical values in Table 11 on the effect of the variable level of qualification of teachers on five indicators of teacher competence as to the accuracy of the resources we can deduce that this variable has no effect five indicators.
3.4. Component of Competence on the Organization of Groups
3.4.1. Evaluation of Group Organization in General
Statistical analysis values given in Table 12 shows that the SPE teachers observed moderately mastered competence for the organization of groups of students during the teaching-learning process.
1) Evaluation of the organization of groups based on skill level.
The use of Table 13 on the effect of the variable level of qualification of teachers on teaching skills on the organization of groups allowed us to infer that PE teachers (E1) mastered it better than teachers SPE (E2).
Table 11. Quality precision of resources based on the level of qualification.
NS: Not significant; P < 0.05; P < 0.01; ***P < 0.001.
Table 12. Quality of competence on the part of organizing groups of all teachers surveyed.
NS: Not significant, P < 0.05, P < 0.01, P < 0.001.
Table 13. Quality of component jurisdiction over the organization of the groups according to the level of qualification.