Hasan Melki1*, Mohamed Sami Bouzid1, Aymen Hawani1, Maher Mrayeh1 and Nizar Souissi1
الملخص العربي
Aims: The aim of this study was to investigate the evaluative practices of Cooperative Teachers
(CT) in the framework of training preparing to professional life in connection with the initial
monitoring of Training students (TS) in the teaching of Physical Education (PE).
Study Design: For the verification of the proposed objective, an exploratory research was
conducted within a qualitative nature through a survey.
Place and Duration of Study: Greater Tunis area, Tunisia, between September 2015 and
December 2016.
Methods: For this purpose case study method, which is one of the qualitative research techniques,
was used to acquire data. Study samples are constituted of 5 cooperative teachers of the average
age is 40 ± 5 and accepted to participate voluntarily in the study.
Results: The results have shown that the Tunisian CT’s evaluative activity can be centered on five
specificities: (a) Interpellation, (b) Professional Evaluative Judgment, (c) Participative Evaluative
Judgment, (d) Dialogue and exchange of point of views, and finally (e) Self-evaluation.
Conclusion: Those CTs participating in our research have an excessive and indefinite connection
with evaluation. Excessive, since evaluation holds an important position in their actual activity when
they find themselves in a situation of interaction with their Training Students (TS). Indefinite,
because they are not all the time aware of the position that evaluation holds within their activity.
الملخص الانجليزي
Aims: The aim of this study was to investigate the evaluative practices of Cooperative Teachers
(CT) in the framework of training preparing to professional life in connection with the initial
monitoring of Training students (TS) in the teaching of Physical Education (PE).
Study Design: For the verification of the proposed objective, an exploratory research was
conducted within a qualitative nature through a survey.
Place and Duration of Study: Greater Tunis area, Tunisia, between September 2015 and
December 2016.
Methods: For this purpose case study method, which is one of the qualitative research techniques,
was used to acquire data. Study samples are constituted of 5 cooperative teachers of the average
age is 40 ± 5 and accepted to participate voluntarily in the study.
Results: The results have shown that the Tunisian CT’s evaluative activity can be centered on five
specificities: (a) Interpellation, (b) Professional Evaluative Judgment, (c) Participative Evaluative
Judgment, (d) Dialogue and exchange of point of views, and finally (e) Self-
evaluation.
Conclusion: Those CTs participating in our research have an excessive and indefinite connection
with evaluation. Excessive, since evaluation holds an important position in their actual activity when
they find themselves in a situation of interaction with their Training Students (TS). Indefinite,
because they are not all the time aware of the position that evaluation holds within their activity.
تاريخ النشر
01/12/2017
الناشر
British Journal of Education, Society & Behavioural Science
حسن بالمولدي مالكي | Hasan Melki | 815