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International Journal of Academic
Research in Education and Review
Vol. 2(2), pp. 23–31,
February,
2014
ISSN: 2360-7866
DOI: 10.14662/IJARER2014.002
Full
Length Research Paper
Identification of Professional Skills of Trainee Teachers (The Case of
Mosaganem City-Algéria)
*A.Laroua1 ; M. Sebbane1 ; O.Benbernou2
; A. Belkadi2 ; M.Bessabeur2 ; M. Benkazdali2
& J. Gleyse3
1Laboratory
of
Applied
Science in
Human
Movement
2
Optimization Laboratory
Programs
in
APS
IEPS-University of Mostaganem-
Algéria
3Interdisciplinary
Laboratory
for Research in Teaching
and Training
LIRDEF-Faculty
of Education,
University of Montpellier,
France
*Corresponding
author’s email : larouaeps@yahoo.fr.
Tel : 07 77 97 46 80, Fax : 045 20 11 15
Accepted 30 January 2014
The objective of
this article is to present the results of a literature review of
empirical studies which define the mastery levels of professional
competencies attained by novice teachers. The reference to teacher
training (The Official Bulletin No. 29 of 22 July 2010) is designed
as a tool to identify the professional skills of trainee teachers.
This is the new policy of teacher education which includes ten
professional skills expected of future teachers. Content analysis
carried out, it emerged that almost all subjects are evaluated at
very low levels to master all the professional skills of the
repository.
Key Words : Professional Skills ; Trainee Teacher ; PE
L’objectif de cet article est de présenter les résultats d’une revue
de recherches empiriques qui définissent les niveaux de maîtrise des
compétences professionnelles atteints par les novices en
enseignement. Le référentiel à la formation à l’enseignement est
adapté comme outil permettant d’identifier ces compétences
professionnelles des enseignants novices. Ce document constitue la
nouvelle politique de formation à l’enseignement qui regroupe les
dix compétences professionnelles attendus des futurs enseignants.
Des analyses de contenu réalisées, il se dégage que la quasi-totalité
des sujets évalués sont aux niveaux très faible à faible à maîtriser
l’ensemble des compétences professionnelles du référentiel.
Mots clés : Compétences Professionnelles ; Référentiel ;
Enseignant stagiaire, EPS.
INTRODUCTION
For ten years, the notion of competence is required in companies as
the watchword of the management of human resources. Skills approach
multiply the logical authority supersedes the logic of trade or
logical extension , poly competence is the key to the adaptability
of the company, the training gives way to the development of skills.
Carried away by its success, competence has become an absolute
reference, which covers many realities as the institutes or training
centers that use it. The definition of the concept of skills still
arouses extensive debate; the 50 groups that met under the CNPF from
April to December 97 are widely echoed. The CNPF finally adopted the
following definition: “Professional competence is a combination of
knowledge, skills, experiences and behaviors, training in a specific
context. It finds during its implementation in a professional
situation from which is pensionable. So the company or training
center that belongs to locate, evaluate, validate it and evolve ". (CNPF,
1998). Tools management skills are more consensual. Hardly
exaggerating, we could say that every business or educational sector
generated its own methods, developed its analysis grids, and
invented its business standards and competency frameworks, risk
repeating work already done by others. This modest study main
objective is to identify the professional skills of trainee teachers
of PE in the province of Mostaganem. Our study explores initially
the challenges of identifying competencies, its purpose, its
objectives, challenges, before we focus on the means used to
identify the professional skills of trainee teachers of PE offer key
solutions that can be put in a situation for these young novice
teachers. From the presentation of our problematic we ask the
question: What are the representations of the level of mastery of
professional skills of trainee teachers to physical education and
sports?
METHODOLOGICAL APPROACH
This study was conducted during the 2012/2013 academic year. It is
based on, one hand, the identification of professional skills of
trainee teachers in physical education and sports, on the other
hand, on data collected from the actors involved in this study in
the region of the province of Mostaganem. For this purpose we used
the descriptive method to achieve the expected results of this
study.
Populations
Our results are based on a total sample of 23 trainee teachers EPS
which represents 100% of a total population of 23 trainee teachers
physical education and sports to working within schools of
Mostaganem wilaya and we are graduated from a specialty master human
movement and motor / sports training, they are an average experience
of not more than two years in professional environments.
Instruments
Trainee teachers responded to a repository of professional skills in
the art of teaching and they gave us their estimates of mastering
each skill. A not involved in the study expert assured the validity
check. And in this phase we went through the key steps in scientific
research to get to build our search tool and Table 1 shows us the
evolution of standards of professional competence in the art of
teaching.
Data Processing
In this study, we will focus on the analysis of the answers
provided by the PE trainee teachers to a repository of professional
competence in the art of teaching of identifying representations and
degree of mastering each skill and mata- skills through Lickert
scales to five levels. Responses were entered into a computer
database and processed using SPSS 17 software, the comparison test
of two percentages being used for analysis of our results.
RESULTS AND DISCUSSION
This part of the study will be devoted to analysis and discuss the
results obtained from the subjects (novice teachers). It will allow
us to highlight the main findings of our research and analysis with
reference to the designs of the context of national education in our
country.
Analysis of Professional Skills among Trainee Teachers of PE
According to Table 2, the degree of representation of professional
skills of trainee teachers is very low to medium for each competency
repository available. This would indicate that the proposed
competencies do not really concern the objectives and purposes of
PES training.
The analysis of the results allows identifying at what level is
located mastery of each skill in the art of teaching. We found that
the overall results are between the very low and medium level.
Novice teachers are average in skills related to the teaching of the
discipline and planning as well testing, 15 of the 23 trainee
teachers who participated in the study that is 65.21 % have a
deficit in the mastery ICT in the educational field, without
forgetting the lack of work in collaboration with partners or
parents. Moreover, the results for the training shows that 16
teachers that is 69.56 % did not receive training to update their
knowledge in the field, for us it is very important to mention
because after training we will be able to research that it ends with
what is called innovation. We believe this shows that there's no
consistency between the skills required at the end of training in
physical education and sport institute and the representations of
mastery of the professional skills of trainee teachers.
Analysis of Professional Skills among PE Trainee Teachers in the
Field of Exercise of Professional Responsibility and Ethics
The degree representations of professional skills of trainee
teachers is very low to medium for each meta- skills repository
available (Table3). This would indicate that these specific skills
are not really affect the skills required at the end of training and
the goals and objectives of training in PE.
The Analysis of
the results allowed us to ride at what level is located mastery of
each of the meta- skills in the art of teaching. We found that the
overall results are between the very low and medium level. Novice
teachers are average in skills relating to the master language to
teach as well as skills related to teaching discipline, knowledge
and planning not to mention the professional act at the heart of
business , 13 trainee teachers among the 23 who participated in the
study that is 56.52 % have a deficit in the safety assurance and the
application of the rules of official texts not to mention the
analysis of its practice, it focuses on self- evaluation of trainee
teachers in the professional circles , not to mention the lack of
work in collaboration with partners or with skillful persons, for
example teacher trainers for their support in exercise of the
profession of teaching results shows that 15 teachers or 65.22 % do
not call for the support of experienced teachers or coordinators
(responsible for the matter) for coordinated and applied work in the
best conditions.
Analysis of Professional Skills among PE Trainee Teachers in the
Field of Teaching Act
Table 4 shows us that the degree of representation of professional
skills of trainee teachers is very low to medium level for each
meta-competencies proposed repository.
The analysis of the results shows the level of mastering each meta-
skills in the art of teaching. We found that the overall results are
between the very low and medium level. Novice teachers are average
in skills related to the teaching of the discipline, course design,
organizational skills class work and without forgetting the planning
and evaluation, 22 of the 23 student teachers who participated in
the study (95.65%) do not integrate ICT in teaching sessions with
students and other have a deficit in the mastery of ICT in the work
of networking and collaboration with colleague (platform
cooperation, email etc...) in the educational field. We believe this
is a great problem mentioned in the educational system taking into
account the current it is essential to work with the help of ICT in
course design or for collaboration with partners in the form of
electronic platform , despite only training these teachers have
undergone a training program in computer science with well-defined
objective , but we found that there's no consistency between skills
required at the end of data processing training at the institute of
the physical education and sports and representations of mastering
professional skills of trainee teachers.
Analysis of Professional Skills among PES Trainee Teachers in the
Field Taking into Account the Social and Educational Context
The degree representations of professional skills of trainee
teachers is very low for each meta- skills repository available
(Table.5).
Analysis of the results allowed us to ride at what level is located
the mastery of each of the meta- skills in the art of teaching.
We found that all of the results lie in the very low level. Novice
teachers are very low in skills related to working with partners or
parents and the students followed by a medium / long term after the
orientation, 22 of the 23 student teachers who participated in the
study, that is 95.65% do not collaborate with colleagues on projects
to establish and build relationships with external partners
(artistic and cultural projects, language exchange, relationships
with the professional world...). It is very important in this study
to mention that these new teachers have a deficit in social skills
and they remain reserved in their professional environments without
approaching the partners that foster educational achievement in
their profession.
How to Identify the Skills?
The purpose of the process probably depend on the choice of surgical
approach, but also the choice of tools to carry it out . The
identification of skills will initially be based on what is actually
observable, namely the activity. We often ask before embarking on a
process to identify the skills of observation and analysis finesse
what activity it will have. But the debate on the ideal lattice can
take place in the absolute; it is chosen according to the purpose of
the process. The focal length should be adjusted as necessary to
allow the tool to fulfill its function in the right measure
necessary. The development of a training manual will require from a
repository of much more precise than would the repertoire of
professional skills. (CNPF, 1998).
CONCLUSIONS
The purpose of this study is to identify the professional skills of
trainee teachers of physical education in secondary schools in
willaya of Mostaganem. More specifically, the identification of
professional skills during refresher training organized by the
education directory of Mostaganem for trainee teachers to prepare
them for working. This course which is spread over the entire school
year, takes place under the tutelage of trainer teacher and the
supervisor
Ten competencies have been established for this study:
(1)Official act of the State of ethically and responsibly
(2)Master the language to teach and communicate
(3)Master the discipline and have a good general knowledge
(4)Design and implement teaching
(5)Organize the work of the class
(6)Take into
account the diversity (the level ) of student
(7)Evaluate the students
(8)Master information technologies and communication
(9)Teamwork and cooperation with parents and school partners
(10)Form and innovate.
These skills
were assessed through indicators that are specific. Indeed, students
should be able to recognize the elements of their practice and
locate the best of their skills under the various dimensions of
their mission and requirements of teaching programs. To this end, we
found that the level of professionalism of sport and physical
education trainee teachers is very low in competence for training
and innovation in the workplace. This shows that after or at the end
of study and integration in the workplace , the trainee teacher does
not attempt to update this knowledge through training (recycle) ,
knowing that through continuous training , exploration research
typically leads to creativity and innovation in its own domain.
Moreover, the results showed that student teachers PES are very low
in the jurisdiction in cooperation with colleagues and parents as
well as other professional sectors. This finding has been also
confirmed by the study of MIREILLE CASTONGUAY and CLERMONT GAUTHIER
(2005) about the cooperation. However, student teachers are very
difficult to collaborate with colleagues, This shows the limited
degree of interpersonal skills between partners in the school
system.
Moreover, the results also show an average level in skills relating
to the mastery of the language in professional practice and in
teaching didactics and evaluation. So, our results indicate that
subjects evaluated easily mastered average language proficiency ,
many errors reported by Asselin and McLaughlin ( 1989) in three
hundred essays future teachers enrolled in the bachelor program of
teacher training in 1986 are rather state their poor command of the
language . The study about the test requirements for the knowledge
of the written language of the Faculty of Education at the
University of Sherbrooke, led by ROY LAFONTAINE and MORIN (1990)
reached similar conclusions. Indeed, 49.7% of 183 students enrolled
in the Bachelor of preschool and primary education and 55.9 % of 93
students intending to secondary education reached at the first award
to achieve the pass mark set for the party writing the exam. If
nearly half of prospective teachers fail to pass an examination by
the editorial requirements for membership and right from the first
try, it is legitimate to consider that they easily master the
language of instruction in their beginning the profession? It is
doubtful, unless there have been implemented some measures to
address these challenges in depth. In contrast , the integration of
CIT seems to be the biggest challenge for novices evaluated. In our
study, the assessment of 15 of the 23 student teachers who
participated in the study was 65.21 % have a deficit in the mastery
of CIT in the educational field.
The results also challenge trainee teachers to upgrade their
teaching skills by integrating current issues : organization of
forms of practical school of APS , interactive animation of
different social roles associated ongoing assistance and enhanced
learning, assessment skills . These future teachers must acquire the
necessary development of reflexivity needed to further their
professional development knowledge.
In conclusion, the outstanding performance attributed to new
teachers of the present study does not seem supported by some
research in other areas. Follows from this fundamental question: is
it realistic to expect from people starting out in the profession
they are able to easily master a set as complex as those included in
the repository skills?
In this purpose , Reynolds (1995) affirmed : « In particular,
research findings –sketchy as they are– indicate that beginners are
not able to perform all the tasks expected of competent teachers (…)
This contrast between expectations and research findings has
uncovered a quandary that requires much more thought than it now
receives in the world of teacher education and assessment. » (p.
216)
The results obtained in this recent study must be considered like
the first work for definition of professionals’ competency of
mastery levels fulfill by trainee teachers. We need more researchers
necessary again to rich this description and to precise which
appropriate practice of trainee teachers of PES named competent.
This works permits to use perfectly the different tools of actors to
participate in formation who evaluate in schools and University. we
hope that the number of researchers who always characterize the
field perfectly and who are few explored.
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Submission Date: 11,
January 2014
Accepted Date: 30,
January 2014
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journal, except where otherwise noted, is licensed under a Creative
Commons Attribution License
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