Training experience is an important part in the initial training of future teachers of Physical education (PE). The practice part of training is ensured at the same time by a university professor (UP) and a cooperative teacher from the school environment (CT). This latter ensures the teacherstudent's training, supervision and evaluation. He is usually selected according to his experience, his skills and his professional qualities. However, the recruitment of these mentors is considered as a serious challenge, since in Tunisia each teacher has the choice of being a mentor. Thus, it is important to have a better insight of the prevailing cooperative roles to which the Tunisian cooperative teachers grant the highest significance. This study has been achieved in the framework of a preparatory training to professional life for the teaching of physical education. It consists in an exploratory research. In order to discern the cooperative teachers' perceptions toward their contribution in the training of teacher-students, we have performed semi-directed interviews with 5 cooperative teachers. On that account, the interview analysis results highlight five major roles to which the cooperative teachers attribute a huge importance; 1) checking the planning quality of the courses supplied by the teacher-student; 2) observing the proceeding of the unfolding of the period; 3) urging the teacher-student to assume his responsibility; 4) assisting him to find solutions and finally; 5) exchanging ideas with the teacher-student.

Purpose:This article is based on questions related to the formative assessment of preparatory trainee ship in the professional life of Physical Education teachers. In general, in the first training program, the traineeship represents an integral part of training. In this sense, the traineeship offers a vital opportunity for future teacher to gain practical experience in the real environment, given that formative evaluation is a process of collecting evidence from trainees by cooperative teachers to make decisions about their knowledge and skills, to guide their own instructional activities and to control their behavior. Accordingly, this study proposed to explore practices of Tunisians cooperative teachers in relation to the formative assessment. Material:To verify our proposed object, we conducted a research using a questionnaire distributed among 96 cooperative teachers in different educational institutions located in the region of the greater Tunis. During the school year 2015-2016, the questionnaire was the subject of a statistical analysis using frequencies and percentages. Results:The analysis of such data revealed a range of practices about formative estimation among cooperative teachers. In particular, each teacher acknowledged the value of guiding and encouraging student's selfassessment. So that they could lead their students to assume a share of evaluative activity. Conclusions:Both theoretical and practical implications of these findings are discussed, and some recommendations are made for future practice.