Author(s)

Hubert César Mviri¹, David Sylvain Mabassa¹, Juslain Joël Tira¹, Jean Itoua Okemba², Alphonse Massamba^3*

¹Laboratoire de Didactique des Activités Physiques et Sportives, Institut Supérieur d’Education Physique et Sportive (ISEPS), Université Marien NGOUABI, Brazzaville, Congo.
²Laboratoire d’Etudes et de Recherches en Activités Physiques Adaptées, Institut Supérieur d’Education Physique et Sportive (ISEPS), Université Marien NGOUABI, Brazzaville, Congo.
³Laboratoire de Biosciences du Sport, Institut Supérieur d’Education Physique et Sportive (ISEPS), Université Marien NGOUABI, Brazzaville, Congo.

The role of internships in building professional skills of physical education students in training has led to many reflections. The data from this study, which are part of the field of professional didactics, reflect the development of professionalism of student trainees. The descriptive and interpretive study included 74 physical education trainee students engaged in field placements. The data collection used a professional skills assessment grid and interviews to capture the meaning they attribute to their personal and subjective experience during the internships. The results obtained show that internships have repercussions on the professional skills acquired by trainee students, in relation to the level of communication between trainee and student teachers, the design of teaching situations, the assessment of the progress of learning and learning, and the degree of skill acquisition. In conclusion, the results of this work call for the improvement of conditions for monitoring and developing the experience of trainee students in terms of didactic, psychopedagogical and environmental knowledge.

Professional Skills, Physical and Sport Education, Trainee Teacher, Secondary Education, Intervention

Mviri, H. , Mabassa, D. , Tira, J. , Okemba, J. and Massamba, A. (2019) Opinions and Pressings of Students in Physical Education on Development of Professional Skills during Internships in Congo. Open Journal of Social Sciences, 7, 340-360. doi: 10.4236/jss.2019.77029.