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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Main Authors: Stéphanie Girard, Audrey-Anne de Guise, Maude Boulanger
Format: Article
Language:fra
Published: Association Internationale de Pédagogie Universitaire 2023-12-01
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.
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publisher Association Internationale de Pédagogie Universitaire
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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