Author(s)

Naila Bali^1,2

¹High Institute of Sport and Physical Education, Ksar Saïd, University la Manouba, UMA, Tunis, Tunisia.
²Tunisian Research Laboratory Sport Performance Optimization, Tunis, Tunisia.

The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003), 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT), particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24) in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP) Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14). Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77%) and a minority student-centred pedagogy (22%). A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.

Mentors, Physical Education, Student Training Teacher, Authority, Internship

Bali, N. (2015) The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill. Creative Education, 6, 87-99. doi: 10.4236/ce.2015.61008.