The Practice of Tunisian physical education teachers at the end of initial training during the preparation for professional life

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Background and Study Aim: The purpose of this article is to describe and analyze students' disruptive behavior and teacher trainee responses before and after a “Body Language and to Speak in Public” training module for school teachers at the end of initial training physical education teachers (PET).

Material and Methods: Delayed video scope analysis was conducted using the "Disciplinary Incidents Observation System (DIOS)" of “Brunelle J.” (1996) [7].

Results: The data collected, it can be deduced that the courses directed by trainee students during work readiness internships show a high degree of disruption, since there is a rate of 1.3 and 1.01 DB per minute.

Conclusions: The frequency of onset of disruptive behaviors (DB1 and DB2) is slightly lower in sessions facilitated by trainees who have been trained in "Body language and public speaking". Similarly, at the level of disruptive behaviors (DB3), the trainees who underwent the training realized a greater decrease in the frequency of appearance of these behaviors.

Faced with these disruptive behaviors, the trainees who attended the training were slightly more interactive in their reactions during the sessions.

The impact that this study could have on the initial training of physical education teachers (PET).

The results of our studies illustrate the reality of the practice of future teachers during the internship preparation to professional life. Indeed, they constitute a repertoire to perceive the different disruptive behaviors of students and the reactions of trainee students to these behaviors.

By way of this presentation, our work can certainly be used as part of the initial training of PET and in formalizing the professional skills repository.

Article Details

How to Cite
HAWANI , A. . “The Practice of Tunisian Physical Education Teachers at the End of Initial Training During the Preparation for Professional Life”. The Journal of Quality in Education, vol. 11, no. 17, May 2021, pp. 99-130, doi:10.37870/joqie.v11i17.253.


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