Apprendre à motiver aux futurs enseignants d’éducation physique
Supporting student motivation is an important issue for (future) physical education (PE) teachers. However, the Reference framework for professional competencies for teachers (Minister of Education, 2020) emphasize the importance of providing teachers with resources in this regard. In order to colle...
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Format: | Article |
Language: | fra |
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Association Internationale de Pédagogie Universitaire
2023-12-01
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Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
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Online Access: | https://journals.openedition.org/ripes/5144 |
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author | Stéphanie Girard Audrey-Anne de Guise Maude Boulanger |
author_facet | Stéphanie Girard Audrey-Anne de Guise Maude Boulanger |
author_sort | Stéphanie Girard |
collection | DOAJ |
description | Supporting student motivation is an important issue for (future) physical education (PE) teachers. However, the Reference framework for professional competencies for teachers (Minister of Education, 2020) emphasize the importance of providing teachers with resources in this regard. In order to collect students’ perceptions of what is taught to them in teacher training to learn how to support student motivation, this study aims to identify the content taught in teacher training about supporting student motivation, describe the teaching methods used to teach this content, and identify the strengths and areas for improvement in pre-service teachers' point of view. A total of 18 pre-service PE teachers (MAge = 25 years; SD = 3.61 years; Female = 38.9%) from five Francophone universities in Quebec participated in four focus groups. The results of the qualitative analyses realized according to Boutin's (2007) indicate that motivational strategies are mainly taught in theory courses and oriented towards creating a mastery climate. Moreover, the links between motivational support and the various theoretical concepts should be made more explicit. In addition, students perceive a lack of continuity and, at times, realism between theory courses and practice opportunities. Finally, they would like to have more opportunities for practice that are closer to the reality experienced with students during their professional insertion. |
format | Article |
id | doaj-art-d580f004b0984026b0db16f5960cc02c |
institution | Kabale University |
issn | 2076-8427 |
language | fra |
publishDate | 2023-12-01 |
publisher | Association Internationale de Pédagogie Universitaire |
record_format | Article |
series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
spelling | doaj-art-d580f004b0984026b0db16f5960cc02c2025-01-10T16:18:26ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272023-12-013910.4000/ripes.5144Apprendre à motiver aux futurs enseignants d’éducation physiqueStéphanie GirardAudrey-Anne de GuiseMaude BoulangerSupporting student motivation is an important issue for (future) physical education (PE) teachers. However, the Reference framework for professional competencies for teachers (Minister of Education, 2020) emphasize the importance of providing teachers with resources in this regard. In order to collect students’ perceptions of what is taught to them in teacher training to learn how to support student motivation, this study aims to identify the content taught in teacher training about supporting student motivation, describe the teaching methods used to teach this content, and identify the strengths and areas for improvement in pre-service teachers' point of view. A total of 18 pre-service PE teachers (MAge = 25 years; SD = 3.61 years; Female = 38.9%) from five Francophone universities in Quebec participated in four focus groups. The results of the qualitative analyses realized according to Boutin's (2007) indicate that motivational strategies are mainly taught in theory courses and oriented towards creating a mastery climate. Moreover, the links between motivational support and the various theoretical concepts should be made more explicit. In addition, students perceive a lack of continuity and, at times, realism between theory courses and practice opportunities. Finally, they would like to have more opportunities for practice that are closer to the reality experienced with students during their professional insertion.https://journals.openedition.org/ripes/5144éducation physique et à la santécompétences professionnellescontenus de formationmodalités de formationsoutien de la motivation |
spellingShingle | Stéphanie Girard Audrey-Anne de Guise Maude Boulanger Apprendre à motiver aux futurs enseignants d’éducation physique Revue Internationale de Pédagogie de l’Enseignement Supérieur éducation physique et à la santé compétences professionnelles contenus de formation modalités de formation soutien de la motivation |
title | Apprendre à motiver aux futurs enseignants d’éducation physique |
title_full | Apprendre à motiver aux futurs enseignants d’éducation physique |
title_fullStr | Apprendre à motiver aux futurs enseignants d’éducation physique |
title_full_unstemmed | Apprendre à motiver aux futurs enseignants d’éducation physique |
title_short | Apprendre à motiver aux futurs enseignants d’éducation physique |
title_sort | apprendre a motiver aux futurs enseignants d education physique |
topic | éducation physique et à la santé compétences professionnelles contenus de formation modalités de formation soutien de la motivation |
url | https://journals.openedition.org/ripes/5144 |
work_keys_str_mv | AT stephaniegirard apprendreamotiverauxfutursenseignantsdeducationphysique AT audreyannedeguise apprendreamotiverauxfutursenseignantsdeducationphysique AT maudeboulanger apprendreamotiverauxfutursenseignantsdeducationphysique |