STUDY OF PERCEPTION OF PROFESSIONAL COMPETENCES IN TEACHERS IN RELATION TO THE REQUIREMENTS OF THE PROFESSION OF TEACHING PHYSICAL EDUCATION

Henni El Hadj Ahmed, Sebbane Mohammed, Laroua Abdelhafid, Belkadi Adel, Bensabeur Mohamed, Gleyse Jacques

Abstract


The purpose of this study was to identify teachers' perceptions of competence and knowledge of pedagogical needs related to occupational skills based on professional experience and academic education. Participants were 85 secondary school teachers from several schools who responded to a questionnaire that included a first scale of competency perceptions and a second scale on the recognition of teaching needs. The comparison of teacher perceptions based on teaching experience and teachers experience was done by applying the one-way ANOVA and Tukey's multiple post hoc comparisons. Teachers' perceptions were influenced by their experience as less experienced teachers qualified at lower levels of competence and more teaching  needs; Teachers with a higher education, whether in physical education or others, perceived themselves to be more competent than teachers without a higher education. Finally, the majority of teachers perceived themselves as competent, but nevertheless indicated that they had teaching needs, which brings important feedback to the teacher of the secondary trainer. This suggests that teachers are interested in increasing their knowledge and competence in a wide range of areas which should be considered in future Teachers education programs.

 

Article visualizations:

Hit counter

DOI

Keywords


perception, competence, professional competence, physical education

References


Atallah A. (2004). Les styles d’enseignement pour les enseignants d’EPS, Université de Mostaganem. Labopaps,Algérie

Benchehida A. (2014). Le niveau de satisfaction des étudiants de Master à l’IEPS de Mostaganem en vers la formation, mémoire de Master, Université de Mostaganem,Algérie

Bensikaddouk H. (1995). Etude comparative de deux styles d’enseignement pour l’amélioration de certaines qualités physique chez les élèves de16-18 ans. Mémoire de magistère. Université de Mostaganem, Algérie

Chomsky N. (1973). Le language et la pensée. Paris, Payot.

Cnapeste (2014). Bilan de constations syndicale, Direction de l’éducation nationale de la Wilaya de Mostaganem. Algérie.

Delignières D., Garsault C (1993). Objectifs et contenus de l'EPS: Transversalité, utilité sociale et compétence. EPS.

Laroua A. (2012). Identification des Compétences Professionnelles des Enseignants Stagiaires. vol 5, Page 53, revue F IEP Europa.

Laroua & al (2011). Impact de l’enseignement en circuit training sur l’amélioration de certaines qualités physique des élèves au baccalauréat sport. Mémoire de master. Université de Mostaganem. Algérie.

Sebbane & al, (2014). L’analyse des gestes professionnels comme élément principal permettant de construire les compétences professionnelles des enseignants stagiaires. Article universitaire. Université de Mostaganem. Algérie.

Le Boterf, G. (1999). De l’ingéniérie de formation à l’ingénierie des compétences. Quelles démarches? Quels acteurs? Quelles évolutions? In Carré, P et Caspar, P. (dir). Traité des sciences et techniques de la formation. Paris.

Le Boterf G. (2001). Construire les compétences individuelles et collectives, 2e edition, Éditions d’Organisation, Paris.

Le Boterf G. (2002). Ingénérie et évaluation des competences, 4e édition. Paris, Éditions d’Organisation.

Levin B., Ammon P. (1996). A Longitudinal Study of the Development of Teachers' Pedagogical Conceptions: The Case of Ron". Vol 23, pp. 5-25, Teacher Education Quarterly

Mangenot F. (2000). L'intégration des TIC dans une perspective systémique, Les Langues Modernes, n° 3. pp. 38- 44.

Mosston M., Ashworth S. (1986). Teaching PE – Third Edition. Ohio: Merrill Publishing 17-Company.

Reboul O. (1980). Qu’est-ce qu’apprendre? Pour une philosophie de l’enseignement, PUF, Paris




DOI: http://dx.doi.org/10.46827/ejes.v0i0.918

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Henni El Hadj Ahmed, Sebbane Mohammed, Laroua Abdelhafid, Belkadi Adel, Bensabeur Mohamed, Gleyse Jacques

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).