The behavior of cooperative teacher's for integration into professional life was largely influenced by human relationships with other teachers and administrative staff. Firstly, our studies aimed to identify the interactions developed during the presence of cooperative teacher's (CT) in the preparatory training for working life. Secondly, we ask to know how the masters of the course actually help to integrate training against the constraints that were imposed on his entourage. For this reason we base our analysis on a questionnaire consisting of ten questions that are the elements that make up the scale to clarify the latent construct "the integration of CT in professional life" and semi-directive interviews. The value of Cronbach alpha index is 0.772. Therefore, we can say that we get to this scale that consists of ten questions, satisfactory internal consistency. Our data were collected in the end of the course and interviews with ten physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They all mixed classes of Level 1 and 2 (first and second year of secondary school) teach. These interviews were semi-structured (30 minutes) and gave the PESTs opportunity to distribute their views on major issues such as the satisfaction of the integration, management, as well as more succinct topics such as difficulties that occurred all along the path of integration. The data were analyzed using a constant comparison. However, three main issues have emerged of responses that illustrate the PE-STs' satisfactions, and it's their integration into working life, the definition of the objectives of the course and the role of CT (monitors and internship supervisor). This study revealed three major advanced by PESTs conceptions: 1) the satisfaction of the integration (45%); 2) supervision (51.2%); and 3) knowledge of the objectives of the course (28.8%). The issues addressed in this paper will encourage educators to reflect on their own coaching practices and to include them in the process of accompanying PESTs. N. Bali & al.

BackgroundIn pursuit of quality teaching and learning, teachers seek the best method to provide their students with a positive educational atmosphere and the most appropriate learning conditions.ObjectivesThe purpose of this study is to compare the effects of the problem-solving method vs. the traditional method on motivation and learning during physical education courses.MethodsFifty-three students (Mage 15 ± 0.1 years), in their 1st year of the Tunisian secondary education system, voluntarily participated in this study, and randomly assigned to a control or experimental group. Participants in the control group were taught using the traditional methods, whereas participants in the experimental group were taught using the problem-solving method. Both groups took part in a 10-hour experiment over 5 weeks. To measure students' situational motivation, a questionnaire was used to evaluate intrinsic motivation, identified regulation, external regulation, and amotivation during the first (T0) and the last sessions (T2). Additionally, the degree of students' learning was determined via video analyses, recorded at T0, the fifth (T1), and T2.ResultsMotivational dimensions, including identified regulation and intrinsic motivation, were significantly greater (all p < 0.001) in the experimental vs. the control group. The students' motor engagement in learning situations, during which the learner, despite a degree of difficulty performs the motor activity with sufficient success, increased only in the experimental group (p < 0.001). The waiting time in the experimental group decreased significantly at T1 and T2 vs. T0 (all p < 0.001), with lower values recorded in the experimental vs. the control group at the three-time points (all p < 0.001).ConclusionsThe problem-solving method is an efficient strategy for motor skills and performance enhancement, as well as motivation development during physical education courses.

This study consists of a secondary analysis of the qualitative data of interviews carried out with mentoring teachers (MT) in order to present their conceptions on the quality of appropriation of the professional competence of communication. In particularly on the components of the communication competence of students interns during the preparation course for professional life at the end of the initial training. To carry out this study, we developed a specific interview for this study. The content of the interview guide was the six components of communication skills drawn from the professional skills reference guide for teachers in Quebec.  Interview data was collected based on audio recordings provided using a Dictaphone. The content of each interview has been completely rewritten as verbatim. Interview processing consists first of transcribing the verbatim interviews and then analyzing them using the general inductive analysis procedure. The data collected from the interview intended for mentoring teachers (MT) revealed that they have the same vision with regard to the importance of the professional communication skills  of future physical education teachers and emphasize their weakness during educational interventions.

The purpose of this study is to describe and analyze students' disruptive behaviour and teacher trainee’s responses before and after a Body Language and to Speak in Public training module for school teachers at the end of initial training physical education teachers (PET). A quasi experimental research is used to find out the effect of Language and to Speak in Public training on students’ disruptive behaviours. A sample of 389 students; 243 males and 146 females participated in this study along with 20 trainee teachers; 10 (6 males and 4females) who constitute the control group while 10 (5males and 5females) make the experimental group. The investigators have adapted Brunelle’s Disciplinary Incidents Observation System (DIOS) and used Sony model 4K Handcam cameras with builtin projector and a BoomTone DJ wireless microphone equipped with a transceiver to detect and record students’ disruptive behaviours, respectively. Findings reveal that the courses directed by trainee students during work readiness internships show a high degree of disruption, since there is a rate of 1.3 and 1.01 DB per minute. The frequency of onset of disruptive behaviours (DB1 and DB2) is slightly lower in sessions facilitated by trainees who have been trained in "Body language and public speaking". Similarly, at the level of disruptive behaviours (DB3), the trainees who underwent the training realized more significant decrease in the frequency of appearance of these behaviours. Faced with these disruptive behaviours, the trainees who attended the training were slightly more interactive in their reactions during the sessions. Findings constitute a repertory index to perceive the different disruptive behaviors of students and the reactions of trainee students to these behaviors. Therefore, the results of this study are worthy in bridging the existing potential gap and strengthening the perspective the researchers have put forward.