According to Melki (2016), initial vocational training considers work experience in concrete situations as a constituent element in the development of professional skills and identity. For most people, initial training has an alternative function by creating "practice areas" by sending students on training courses to educational institutions. The transformation of training programmes for physical education teaching in Tunisia shows the importance given to the training of teacher-students in order to improve the quality of teaching. Indeed, the new requirements of initial training highlight the importance of long-term and better-supervised practical training in physical education teaching that draws its foundations from a genuine partnership between the university and the school environment (Bali, 2005). Particular attention has been paid to the practical aspect of training in physical education teaching. This new trend stems from the need for future teachers to be competent as soon as they graduate from university. Mentoring as a competency is an essential element in assessing the quality of technical and vocational education and training (TVET) teachers in the field of physical education. According to Arifin & Rasdi (2017), TVET teacher competencies are related to the skills, knowledge, attitudes, values and appraisals that are considered critical for the career development of future teachers. In this sense, Okoye & Ofonmbuk, (2015) argue in their research that TVET teachers must be competent in content, professional development and classroom management. Similarly, they must also be competent in handling instructional materials, assessing students, possessing effective teaching methodology, recognising students' learning styles, meeting students' needs in the classroom and, most importantly, being a role model for students.

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.