Investigation of the Assessment Practices of Tunisian Cooperative Teachers

Abstract

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.