Author(s)

Aymen Hawani¹, Hsan Melki¹, Maher Mrayeh¹, Mohamed Sami Bouzid¹, Nizar Souissi¹, Moez Mrabet²

¹Higher Institute of Sport and Physical Education, Tunis, Tunisia.
²Higher Instituteof Dramatic Arts, Tunis, Tunisia.

This study measures the impact of additional training in communication (Body Language and Public Speaking) on the sense of self-efficacy trainee teachers of physical education during the preparation internship working life. An experimental group that received additional theoretical and practical training in the classroom communication was compared to a control group that followed the initial training course. Two measures of this sentiment were taken at different times using the questionnaire “Perceptions of self-efficacy of teachers (PAE)” cited by Crahay & Laduron (2009). This device allows to apprehend two dimensions: the perception of overall effectiveness and perceived self-efficacy. The analysis provides students who have received training in Body Language and Public Speaking to express a sense of greater efficiency than those who have received usual initial training.

Training, Physical Education, Trainees, Body Language and Public Speaking, Perceptions of Self-Efficacy of Teachers (PAE)

Hawani, A. , Melki, H. , Mrayeh, M. , Bouzid, M. , Souissi, N. and Mrabet, M. (2016) Impact of “Body Language and Public Speaking” Training on Physical Education Trainees’ Perceptions Self-Efficacy Pedagoguique. Creative Education, 7, 1861-1868. doi: 10.4236/ce.2016.714188.