Comment des stagiaires en enseignement de l’éducation physique et à la santé (ÉPSa) réagissent-ils face à l’indiscipline de leurs élèves ?

Desbıens, Jean-François; Turcotte, Sylvain; Spallanzanı, Carlo; Roy, Martin; Tourigny, Jean-Sébastien; Lanoue, Sèverine

doi:10.1051/sm/2010014

Cited by 5 publications

(12 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Legault (1999) confirms this theory and adds that students' disruptive behavior is listed as being among the most important problems student teachers have to deal with because it causes both loss of control over students and a considerable loss of time (Opinel, 2001;Supaporn, Dodds, & Griffin, 2003). These weaknesses are the result of a lack in cognitive and procedure knowledge required to keep order coupled with non-operational representations and lack of know-how in building relationships with students (Desbiens et al, 2008(Desbiens et al, , 2011.…”

Section: Introductionmentioning

confidence: 87%

“…Disruptive behavior management constitutes a major concern among teachers, beginner teachers and also stu-T. Maddeh et al 1122 dent teachers (Desbiens, Turcotte, Spallanzani, Roy, Tourigny, & Lanoue, 2011). This statement bears on the fact that the failure or success of a teacher is closely linked to classroom order (Siedentop, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…This statement bears on the fact that the failure or success of a teacher is closely linked to classroom order (Siedentop, 1994). In fact, for many years, teachers have considered dealing with disruptive behaviors as the main indicator of good performance in teaching (Desbiens, Turcotte, Spallanzani, Roy, Tourigny, & Lanoue, 2011;Doyle, 1986;Siedentop, 1994). Legault (1999) confirms this theory and adds that students' disruptive behavior is listed as being among the most important problems student teachers have to deal with because it causes both loss of control over students and a considerable loss of time (Opinel, 2001;Supaporn, Dodds, & Griffin, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Bandura (2007) and Morin & Battalio (2004) on their side argue that this incapacity has an effect on the feeling of self-efficiency of the trainee. Besides, Archambault & Chouinard (2003) link this inability to the question of the destruction of one's self-image and motivation to teach, thus putting at stake the student teacher' career choice (Desbiens et al, 2011). This may sometimes lead to career switching (Bouchard, 2007;Kearney, 1987).…”

Section: Introductionmentioning

confidence: 99%

“…However, in spite of the importance given to the management of disruptive behavior in teacher education for student teachers (Desbiens et al, 2008(Desbiens et al, , 2009(Desbiens et al, , 2011Gaudreau, 2011), in many countries (Canada, The United States of America and France) we haven't so far found any subject in the university curriculum that prepares Tunisian physical education student teachers to manage and prevent disruptive behavior.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia

Maddeh¹,

Hermessi²,

Bennour³

et al. 2015

View full text Add to dashboard Cite

This article sets to study the reactions of student teachers towards students' disruptive behaviors in high school. A delayed video-scopic analysis has been performed using the "Disciplinary Incidents Analysis System" (Brunelle, Brunelle, Gagnon, Goyette, Martel, Marzouk, & Spallanzani, 1993). A total of 1379 reactions to disruptive behaviors have been recorded in Tunisian student teachers enrolled in the last year of their teacher education in the License-Masters-Doctorate (LMD) system. The results show a clearly low level of student teachers' intervention since they frequently opt for ignorance of disruptive behavior. In fact, a high predominance of the reaction "ignore" (56.9%) qualifies these interventions, while interactive reactions are seldom used (17.4%). Following these results, a readjustment is probably required in both the practical and theoretical parts of teacher education of Tunisian student teachers. This may occur by making teaching disruptive behaviors' management at school part of the curriculum.

show abstract

Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia

Maddeh¹,

Hermessi²,

Bennour³

et al. 2015

View full text Add to dashboard Cite

show abstract

Juger la pertinence de la régulation des comportements déviants en Éducation Physique et Sportive : une comparaison entre enseignants titulaires et stagiaires

Fruchart

Rulence-Pâques

2018

Mov Sport Sci/Sci Mot

View full text Add to dashboard Cite

L’objectif de cette étude était de mettre en évidence les différences entre 30 enseignants titulaires et 24 enseignants stagiaires pour juger la pertinence de la régulation de comportements déviants au cours d’une leçon en Éducation Physique et Sportive. Les participants ont indiqué leur jugement de pertinence dans 48 scénarios construits à partir du croisement de cinq informations contextuelles : la stratégie de régulation mise en place, le comportement déviant auquel l’enseignant est confronté, le niveau de la classe de l’élève, l’habitude de l’élève à adopter ce type de comportement, le comportement habituel de l’équipe d’Éducation Physique et Sportive de l’enseignant. Les résultats montrent que les stagiaires se sont distingués des titulaires dans la combinaison des informations contextuelles prises en compte dans leurs jugements.

show abstract

A successful form of trade-off in compensatory policy classrooms

Vors

Gal‐Petitfaux

Potdevin

2015

European Physical Education Review

View full text Add to dashboard Cite

International audienceSince 2010, French middle schools with a high enrolment of difficult students have benefited from a compensatory policy called 'E ´ coles Collèges et Lycées pour l'Ambition, l'Innovation et la Réussite' (ECLAIR) (Primary and Secondary Schools for Ambition, Innovation and Success). These difficult students frequently misbehave, disengage from academic tasks and provoke conflict in the classroom. However, some physical education (PE) teachers are able to develop successful teaching strategies. This case study has analysed precisely the activity of the teacher in relation to the activity of the students in these difficult classes. It examined the successful forms of interaction between teachers and students in PE classes and sought to determine the meaning of these interactions in structuring a 'difficult' classroom culture. The study was conducted within a situated cognitive anthropology framework in middle schools enrolled in the ECLAIR programme. Eight successful PE teachers and 24 students between the ages of 12 and 16 were involved in this qualitative study. The results revealed that, in spite of divergent intentions, the respective activities of the teachers and students remained coordinated. This coordination was based on a recurrent form of classroom interaction that made use of processes of ostentation and masking

show abstract

Comment des stagiaires en enseignement de l’éducation physique et à la santé (ÉPSa) réagissent-ils face à l’indiscipline de leurs élèves ?

Cited by 5 publications

References 17 publications

Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia

Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia

Juger la pertinence de la régulation des comportements déviants en Éducation Physique et Sportive : une comparaison entre enseignants titulaires et stagiaires

A successful form of trade-off in compensatory policy classrooms

Contact Info

Product

Resources

About