Comparison of Student and Cooperating Teachers' Observations of a PE Lesson

Auteurs-es

  • Benoît Lenzen University of Geneva
  • Bernard Poussin University of Geneva
  • Fabienne Renggli University of Geneva
  • Hervé Dénervaud University of Geneva

Mots-clés :

Teacher training, physical education, peer assessment, class management, matter management

Résumé

The purpose of this study was to compare what student teachers (STs) and cooperating teachers (CTs) in physical education observe when they watch a ST teach in an early field experience. Results show, on the one hand, that CTs choose more aspects related to matter management and attach more importance to these aspects than STs. On the other hand, interindividual variability is more important for CTs than for STs. In conclusion, peer assessment and supervision by CTs must be supported by specific training focusing on teachers' knowledge related to didactics.

 

Cette etude avait pour but de comparer ce que relèvent des étudiants (ETs) et des formateurs de terrain (FTs) en EPS lorsqu’ils visionnent l’une des premières leçons d’un stagiaire. Les résultats montrent d’une part que, comparativement aux ETs, les FTs relèvent plus d’aspects liés à la gestion de la matière et accordent davantage d’importance à ces aspects. D’autre part, les FTs se caractérisent par une variabilité interindividuelle supérieure à celle des ETs. En conclusion, l’évaluation formative par les pairs et la supervision par les FTs devraient être soutenues par un entraînement spécifique centré sur les aspects didactiques de l’intervention en EPS.

Bibliographies de l'auteur-e

Benoît Lenzen, University of Geneva

Faculté de médecine, ISMMS

Bernard Poussin, University of Geneva

Faculté de médecine, ISMMS

IUFE

Fabienne Renggli, University of Geneva

Faculté de médecine, ISMMS

Hervé Dénervaud, University of Geneva

Faculté de médecine, ISMMS

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Publié-e

2010-07-02

Numéro

Vol. 2 No. 2 (2010): PHENex

Rubrique

Research Note / Note de recherche

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