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Search Results: 1 - 10 of 404 matches for " Naila Bali "
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Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers  [PDF]
Naila Bali
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2020
Abstract:

Teacher’s behaviour is substantially influenced and even determined by teachers’ thought processes. Several studies concerning effectiveness in physical education have analysed various topics such as student engagement, curriculum time allocation, teaching methods, teacher behaviour, and teacher perceptions. However, these investigations have not applied the classroom research findings identified by other researchers. Firstly, this study explains the implied thoughts of the explained Tunisian Gymnastic University Teachers (TGUT) to teach gymnastics learning processes by analyzing their thought processes. Secondly, we included the analysis of the connection, interaction and relationship between the three topics reviewed. Thirdly, we identified and analyzed the difference between different Tunisian physical educational teachers’ thoughts and its influence on their didactical practice intervention. Data were collected during 4 months of observations and interviews with six TGUT at the high institute of sport and physical education (ISSEP) in Tunisia. They all teach not mixed class in Level1 (first year, BAC + 1). These interviews were semi structured (40 minutes each) and gave teachers the opportunity to share their perspectives on broad topics such as education, teaching, and society, and also on more succinct topics such as individual students and situations that had occurred in previous lessons. The data were analyzed using constant comparison. Three topics emerged illustrate how the teachers’ thinking influenced their selecting, ordering, and formulating of curriculum units, their didactic and pedagogical manoeuvring during lessons. This study revealed three major conceptions used by TGUT: 1) Teaching based on pedagogical conceptions (7.20%), 2) Teaching based on sciences (17.42%), and 3) Teaching based on means and practices (75.37%). A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. The perception of the TGUT had two consequences: 1) a didactic consequence; the TGUT plan activities that will assist students in developing only physical skills, 2) the legitimacy of the contributory sciences in training programs for student teachers of physical education (PE). Basis on this argument, we might reasonably ask what might be done to address this problem. The issues discussed in this paper will encourage teachers to reflect on their own teaching beliefs and practices and to include them in the process of planning and teaching effectiveness.

The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill  [PDF]
Naila Bali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61008
Abstract: The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003), 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT), particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24) in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP) Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14). Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77%) and a minority student-centred pedagogy (22%). A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.
The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill  [PDF]
Naila Bali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61008
Abstract: The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003), 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT), particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24) in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP) Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14). Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77%) and a minority student-centred pedagogy (22%). A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.
The No-Participation of Students in Physical Education: A Comparative Study of Tunisian Trainee Teachers  [PDF]
Naila Bali
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710154
Abstract: Although most students are conscious of the benefits of physical activity, there is a small proportion that practices sufficiently physical activity. Firstly, our studies aimed to find out the degree of importance of the problematic of no-participation of students in physical education. For this reason, we based our analysis on a questionnaire consisting of eighteen questions that were variables to clarify the latent construct “the no-participation of students”. The value of Cronbach alpha index is 0.723. For this, we had used a questionnaire consisting of eighteen variables in order to find out the degree of importance of the variables associated to the no-participation of students. Our data were collected in the end of the course with 150 physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They are all mixed classes of Level 1 and 2 (first and second year of secondary school) teachers. These questions are constructed to give the PE-STs the opportunity to distribute their responses to the no-participation variables such as the physical complex, motivation, hourly, Injury, study sector, teacher Characteristics, external influences, and relationship with other students, infrastructure, lesson content and sport taught. The major response of PE-STs response is in the following order: 1) Teacher Characteristics (72.7%), 2) Relationship with other students and Motivation (69.3%), 3) Relationship with teacher (66.7%).
Comparative Study of Physical Education Students Teachers Style Interventions Teaching Styles Skill  [PDF]
Naila Bali, Khemais Souissi
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61009
Abstract: The first classroom experiences are essential to learn how to teach. Anxiety and doubts related to their abilities to teach are the main characteristics that define the novice teachers (Scott, 1995). The aim of the research is to study the educational intervention of the physical education student teachers (PEST) and their evolution in the period of the preparation training for the professional life from the perspective of teaching styles that they used. Participants who had accepted to participate in this study were physical education students registered at high institute of sports and physical education in Tunisia (ISSEP). All were young males (21 ± 1 years old) enrolled in an introductory course to professional life, what we call in Tunisia introductory course to practice pedagogy (introductory practicum applied to pedagogy), where share of the curriculum was of the last year of the fundamental of physical education license. This professional learning activity was held in three high schools with mixed age classes (12 - 14 years old pupils) of a rural area in Tunis. The activity lasted two semesters, four hours per week on Tuesday or Thursday for a cumulative total time of 116 hours of teaching. A macro analysis of the results showed that the preferred styles by PEST were command style, practical style and reciprocal style (Table 1). The micro analysis of each of these styles indicated that ten sessions (62.5%) had been conducted with the command style of teaching, four (25%) with the practical teaching style, and only two (12.5%) with the reciprocal teaching style. Finally, this study shows that the plurality teachers prefer teaching with the style of command that represents the lower limit of individualization; autonomy and creativity as the teacher centers his intervention on its own activities and not on the activity of the student.
Comparative Study of Physical Education Students Teachers Style Interventions Teaching Styles Skill  [PDF]
Naila Bali, Khemais Souissi
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61009
Abstract: The first classroom experiences are essential to learn how to teach. Anxiety and doubts related to their abilities to teach are the main characteristics that define the novice teachers (Scott, 1995). The aim of the research is to study the educational intervention of the physical education student teachers (PEST) and their evolution in the period of the preparation training for the professional life from the perspective of teaching styles that they used. Participants who had accepted to participate in this study were physical education students registered at high institute of sports and physical education in Tunisia (ISSEP). All were young males (21 ± 1 years old) enrolled in an introductory course to professional life, what we call in Tunisia introductory course to practice pedagogy (introductory practicum applied to pedagogy), where share of the curriculum was of the last year of the fundamental of physical education license. This professional learning activity was held in three high schools with mixed age classes (12 - 14 years old pupils) of a rural area in Tunis. The activity lasted two semesters, four hours per week on Tuesday or Thursday for a cumulative total time of 116 hours of teaching. A macro analysis of the results showed that the preferred styles by PEST were command style, practical style and reciprocal style (Table 1). The micro analysis of each of these styles indicated that ten sessions (62.5%) had been conducted with the command style of teaching, four (25%) with the practical teaching style, and only two (12.5%) with the reciprocal teaching style. Finally, this study shows that the plurality teachers prefer teaching with the style of command that represents the lower limit of individualization; autonomy and creativity as the teacher centers his intervention on its own activities and not on the activity of the student.
Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher  [PDF]
Wadii Zayed, Naila Bali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.63034
Abstract: In reference to professional training for trainee teachers, the tutor or cooperative teacher (CT) is considered as an alternation between two environments, academia and training, contributing to the training by the advice and support. Our research provides “support for physical education student teachers (PE-STs)” as determinants of teaching advice of CT. This study includes a qualitative analysis which aims to identify the advice of CTs to the student teachers for whom they are responsible for training. It’s a descriptive/exploratory methodology based on observation and video recorded six (6) physical education (PE) sessions lasting one hour each and six semi structured interviews (30 minutes each) and gave CTs the opportunity to share their perspectives on broad topics such as professional training, teaching, and characteristics of the training environment and succinct topics such as training program and their preoccupation. Data were collected during 2 months of observations and interviews with six CTs during professional training of 12 PE-STs in Level 3 (third year, BAC+3). CTs justify their teaching by six categories in which we have grouped the different types of advice. The CTs are more interested by problems of organization and control students. They believe that educational content is worthless without a good control of the class.
Tunisian Physical Education Student Trainees’ Agreement Rate about the Consistency between Initial Training and Integration during the Preparatory Internship for Professional Life  [PDF]
Ghazi Rekik, Naila Bali
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.83029
Abstract:
This article aims at describing Physical Education Student Trainees’ (PEST) agreement rate towards consistency between training and integration during the Preparatory Internship for Professional Life (PIPL). In order to achieve this research, the method used in the quoted investigation is based on an administration of a questionnaire among 116 PEST (average age ± SD = 21 ± 1.8; sex = males and females) inscribed at one of the four Higher Institutes of Sport and Physical Education in Tunisia. This study resulted in a consensus that there is a lack of consistency between training and integration in the PIPL with a student trainees’ global agreement rate on ten equal to 5.09 ± 0.22. The results discussed in this article will encourage pushing towards an improvement of the Tunisian physical education initial training devices to prepare well for the future teachers to a successful professional life.
Initial Training Programs’ Development in Physical Education through Video Viewing Courses of Exemplary Teaching Exercises  [PDF]
Ghazi Rekik, Naila Bali
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.814150
Abstract: The present study examined the effect of integrating video viewing courses of exemplary teaching exercises during the start-up of the academic year of teaching practice on the Pre-service Teachers’ perceptions towards the initial training programs’ effectiveness in physical education. Two hundred thirty two Pre-service Teachers (92 females and 140 males) aged between 21 and 23 (Mage±SD = 21 ± 1.8 years) were recruited. Participants were randomly allocated?into a control group (46 females, 70 males) which received a Traditional Form of Initial Training Program (TF-ITP), and an experimental group (46 females,?70 males) which received the New Form of Initial Training Program?(NF-ITP). Responses to the Q4TE questionnaire (Grohmann & Kauffeld, 2013) for the assessment of the initial training programs’ effectiveness were obtained in the completion period of the initial training. The Pre-service Teachers’ perceptions regarding the initial training programs’ effectiveness were significantly higher during the NF-ITP in comparison with the TF-ITP (p < 0.001) without any difference between genders. Findings suggested that integrating video viewing courses of exemplary teaching exercises during the start-up of the academic year of teaching practice would lead to make the initial training programs more efficient for the Pre-service Teachers of physical education.
The Conception of Tunisian Student Teachers of the Formative Role of the Cooperative Teacher’s  [PDF]
Wadii Zayed, Naila Bali, Nizar Souissi, Jean Fran?ois Desbiens
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.610105
Abstract: Tutoring is located at the crossroads of academic and practical logic; it’s defined as a training device in the workplace. Indeed, much research has demonstrated the importance of the accompaniment of the cooperative teacher’s (CT) on their practicum. The CT is contributing to the training by the advice and support. Our research \"the formative role of CT\" seeks to explore the accompaniments practices in initial training of PE-STs. This study includes a qualitative analysis which aims to identify the conception PE-STs of the role of CT for whom they are responsible for training. It’s a descriptive/exploratory methodology based on a questionnaire consisting of open questions to clarify the latent construct “practical accompanying” and gives PE-STs the opportunity to share their concepts and concerns on issues, such as professional training, accompanying practices and CT role. Data are collected with forty PE-STs during professional training in Level 3 (third year, BAC + 3). PE-STs justify their preoccupation by four categories in which we have grouped the different types of responses. The PE-STs are more interested by problems of the knowledge (32.39%) and interventions (30.99%) of CT. They believe that there’s a difference between the conception of the role of CT by PE-STs before and during the internship.
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