Carlier, G., Fox, J.P. and Swalus, P. (1991) Feedback in the Course of Training of Driving Tasks and Their Perception by the Pupils. STAPS, 24, 23-35.

has been cited by the following article:

• TITLE: Behaviors of the SPT Teacher: Real Authority or Simple Autonomy

  AUTHORS: Paulin Mandoumou, Sylvain David Mabassa, Aristide Ewamela, Portejoie Jean Aimée Tsiama, Hubert César Mviri, Joachim Bongbele

  KEYWORDS: SPT, Teachers’ Authority, Pupils’ Autonomy, Feedbacks

  JOURNAL NAME: Open Journal of Social Sciences, Vol.4 No.1, January 26, 2016

  ABSTRACT: The purpose of this study was to analyze the real behaviors of SPT teachers which help under-stand the communications supporting their authority and pupils’ autonomy subjected to training in a cycle of 10 lessons. The study was carried out with 280 pupils and 8 teachers. The results show that the SPT teachers’ style of teaching gathers 80% of behaviors, and then only 20% are reserved to support the pupils’ autonomy. It appears that the SPT teachers in a dominating way use the organizational communications and technical feedbacks to control pupils. In the same way, they essentially use questioning, cheering and congratulations to support their autonomy.