Teaching Process of Future Tunisian Physical Education' Teachers during a Professional Training

IntroductionPhysical Education (PE) is one of the means of education, possibly the most enjoyable and the most effective when used properly to reach its objectives (Bayraktar, 2011; Ozturk, 1998). The access path to of the subject refers to the report of the subject knowledge-that is to say the way it creates links with what he knows and how he with-draws sense. It is to know that in a relationship to knowledge (Charlot, 1997). Nevertheless, Future teachers must possess the ability to structure environments that lead to the successful of student learning (Bourdoncle, 2000) within the only context of a particular classroom (Munby, Russell, & Martin, 2001). Indeed, the initial year of teaching has been documented as a critical growth period for teachers development, as novices become acquainted with their teaching responsibilities and the expectations of their school while translating their teacher education' experiences and into actual teaching practices with students (Kagan, 1992). However, academic learning of future teachers, present a dual purpose of bringing future teachers to the high level and professionalize (Altet, 1994; Bourdoncle, 1991; Lang, 1999).The teaching of Athletics activities, which is one of the branches of PE and described as a physical activity performed in Tunisian secondary level with the aim of making people gain strength, power, coordination, and body control, is vital in all PE classes. However, there is a lack of academic work in this area, and studies that had been conducted had mainly focused on high performance aspects of the sport. To date, only one study examined physical education majors' skills related to Athletics activities (Gouju, 2001). However, for Future teachers, teaching is a complex, intellectual process involving the application of learning theories to solve ill-structured problems. Accordingly, Future teachers need several kinds of about learning athletics situations. Teachers need to think about what it means to learn different kinds of material for different purposes and how to decide which kinds of learning are most necessary in different contexts. Teachers must be able as well to use different teaching strategies to accomplish various goals and many means for evaluating students' and assessing students' approaches to learning. In addition, teachers must be able to identify the strengths of different learners while addressing their weaknesses. This kind of understanding provides a foundation for pedagogical content of (Grimmett & MacKinnon, 1992; Shulman, 1987), which enables teachers to make ideas accessible to others.Considering this, the first step in preparing and identifying skills for novice teachers during their initial year of practice, is to understand which skills to put into play and which to transmit during this experience. But, research undertaken on education in general was just about identifying observable elements that actually influence teaching behavior in the classroom and, despite the efforts undertaken for almost fifty years by researchers in educational science and currently in didactics to define the nature of teaching and useful to teachers to do their job well (Gauthier, 1997). This scientific basis is all the more necessary that only education based solely on the of the discipline or the gift or on personal experience does not favor in any way desired as the professionalization of teachers (Altet, 1997; Gauthier, 1997).This approach would potentially encourage more positive reflection on practice and help PE' teachers and induction programs recognize ways in which they can effectively assist novice teachers. Assessing skills used and put into play by beginning teachers will not only help beginning teachers during this critical period of growth, but will also address the lack of connection between the teaching learning phases (FeimanNemser, 2001). …