IDENTIFICATION DES RÔLES QUE S’ATTRIBUENT LES ENSEIGNANTS ASSOCIÉS JUMELÉS À DES STAGIAIRES EN ENSEIGNEMENT DE L’ÉDUCATION PHYSIQUE QUI ONT DÉVELOPPÉ LEUR SENTIMENT D’EFFICACITÉ PERSONNELLE À LA SUITE D’UN STAGE
Keywords:
Stage, Sentiment d’efficacité personnelle, Enseignant associé, Éducation physique et à la santé, Perception, Internship, Self-efficacy, Cooperating teacher, Physical educationAbstract
Le stage est un moment déterminant dans le développement du sentiment d’efficacité personnelle (SEP) des stagiaires et l’enseignant associé (EA) peut y jouer un rôle important. Cet article présente l’identification des rôles que s’attribuent sept EA qui ont accueilli des stagiaires dont le SEP s’est développé ou maintenu à la suite du stage. L’analyse des propos recueillis lors d’entretiens semi-dirigés permet de constater que les EA considèrent quatre dimensions primordiales soit : offrir des occasions d’autodéveloppement, échanger des idées, établir de bonnes relations avec les stagiaires et transmettre leur savoir. Les EA semblent avoir utilisés les expériences actives de maîtrise, les expériences vicariantes et la persuasion verbale comme méthodes d’encadrement auprès de leurs stagiaires.
IDENTIFICATION OF THE ROLES THAT COOPERATING TEACHERS GIVE THEMSELVES WHEN PAIRED WITH STUDENT-TEACHERS DEVELOPPING THEIR SELF-EFFICACY FOLLOWING A PHYSICAL EDUCATION INTERNSHIP
The internship is a defining moment in the development of the student-teacher’s self-efficacy, and the cooperating teacher can play an important role in that development. This article identifies the roles that seven cooperating teachers who accompanied student-teachers developing or maintaining their self-efficacy during internship experiences gave themselves. The analysis of the comments gathered during semi-structured interviews show that the cooperating teachers consider four essential dimensions of their roles: provide opportunities for self-development, exchange ideas, establish good relationships with student-teachers and transmit their knowledge. The cooperating teachers seem to have used performance accomplishments, vicarious experiences, and verbal persuasion as methods of supervision with their student-teachers.
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