Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher

Wadii Zayed^1,2, Naila Bali^1,2

¹High Institute of Sport and Physical Education, Ksar Sa?d, University la Manouba, Tunis, Tunisia.
²Tunisian Research Laboratory “Sport Performance Optimization”, Tunis, Tunisia.

DOI: 10.4236/ce.2015.63034                

Abstract

In reference to professional training for trainee teachers, the tutor or cooperative teacher (CT) is considered as an alternation between two environments, academia and training, contributing to the training by the advice and support. Our research provides “support for physical education student teachers (PE-STs)” as determinants of teaching advice of CT. This study includes a qualitative analysis which aims to identify the advice of CTs to the student teachers for whom they are responsible for training. It’s a descriptive/exploratory methodology based on observation and video recorded six (6) physical education (PE) sessions lasting one hour each and six semi structured interviews (30 minutes each) and gave CTs the opportunity to share their perspectives on broad topics such as professional training, teaching, and characteristics of the training environment and succinct topics such as training program and their preoccupation. Data were collected during 2 months of observations and interviews with six CTs during professional training of 12 PE-STs in Level 3 (third year, BAC+3). CTs justify their teaching by six categories in which we have grouped the different types of advice. The CTs are more interested by problems of organization and control students. They believe that educational content is worthless without a good control of the class.

Keywords

Professional Training, Student Teachers, Tutor, Accompanying

Conflicts of Interest

The authors declare no conflicts of interest.

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