Identification of Prevailing Roles to Which Tunisian Cooperative Teachers (CT) Attach a Big Importance in Accompanying Teacher Students (TS)

Melki, Hasan; Bouzid, Mohamed Sami; Hawani, Aymen; Mrayeh, Maher; Souissi, Nizar

doi:10.4236/ce.2016.79131

Cited by 3 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Melki et al, (2016), the first Tunisian physical education teacher training took place over a three-year period, which has required the recommendation of a bachelor's degree. In fact, for a period of one continuing school year, a single preparatory training for professional life took place in the third year of training.…”

Section: Contextmentioning

confidence: 99%

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

Melki¹,

Bouzid²,

Meher³

2020

JTET

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Contextmentioning

confidence: 99%

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

Melki¹,

Bouzid²,

Meher³

2020

JTET

Self Cite

View full text Add to dashboard Cite

show abstract

“…In the education and training context, training mentoring represent as an integral part of all teacher education programs in the field [8]; [9]. Melki et al [10], indicates that initial training in physical education in Tunisia is identified by a double characteristic: a set of theoretical courses given by a university professor and practical field experience led by a cooperating teacher. As many authors consider traineeship to be the most important element of their training.…”

Section: Introductionmentioning

confidence: 99%

The most appropriate mentoring practice by a cooperating teacher during practical teaching internship

Melki¹,

Bouzid²,

Fathloun³

2018

PES

View full text Add to dashboard Cite

Purpose: The aim of this research is to examine the degree to which the quality and frequency of mentoring by cooperating teachers during practical teaching internship influence the professional competence of future teachers. Material: To verify our proposed object, we conducted a research using a questionnaire distributed, during 2016-2017 school year, The analyses are based on a sample of more than 164 Tunisian physical education trainees and 96 cooperating teachers who participated in a pre-test and post-test study. Results : The results indicate that the quality and frequency of mentoring explain the success of starting a professional life. In terms of learning, mentoring that follows helpful rather than transmissive principles stimulates the performance, motivation and job satisfaction of future teachers and reduces emotional fatigue. Conclusions: Cooperating teachers training should include supervision practice themes to provide their trainees with real practice opportunities and to support them as needed.

show abstract

“…The first physical education (PE) training in Tunisia has characterized by a dual aspect characteristics: a set of theoretical courses offered by university teacher and practical on the ground experience led by a cooperative teacher (CT) [1]. These collaborative cooperative teachers put their courses available to students so that they could lead teaching activities, guide students in their learning process and manage the class effectively.…”

mentioning

confidence: 99%

Formative Assessment: Exploring Tunisian Cooperative Teachers Practices in Physical Education

Melki¹,

Mohamed²,

Haweni³

et al. 2017

PPS

View full text Add to dashboard Cite

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.

show abstract

Identification of Prevailing Roles to Which Tunisian Cooperative Teachers (CT) Attach a Big Importance in Accompanying Teacher Students (TS)

Cited by 3 publications

References 13 publications

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

University Supervisors’Expectations for Cooperating Teachers during a TVETPractical Traineeship in the Field of Physical Education

The most appropriate mentoring practice by a cooperating teacher during practical teaching internship

Formative Assessment: Exploring Tunisian Cooperative Teachers Practices in Physical Education

Contact Info

Product

Resources

About