Curricular vulnerability of young physical education teachers in Tunisia through the prism of innovation

Abstract

Tunisia, as a independent Stat, has had to ensure the education of the young Tunisian. As a conséquence, this led to attempt to ensure an efficient training of the future teachers. The training in the "Superior Institutes of Physical Education and Sport" (ISSEP) also seems to be weakened as the gratuated ( at a license's level since the adoption, in 2006, of a Licenc- Master-Doctorate LMD structure) have nowadays to wait more than five years before to become Physical Education (PE) teachers. The aim of the present study was to examinate possible vulnerabilities of the PE training in ISSEP in order to suggest possible perspectives innovation.

Twelve semi-directed interviews has been done to obtain the interviewees' reactions regarding the training of PE teachers in ISSEP . A lexical analysis of the verbatim was computed and this led to a categorical analysis of the corresponding outputs. These analyses led to determine a categories of ideas that put the emphasis on a series of problems. Beyond i) the difficulties of professionnal integration ii) the absence of a clear goal of competencies of to organize the initial training iii) a lack of following during the years after graduation and befor becoming a PE teacher iiii) academic content, iiiii) sport and physical activities exclusively centered on the field of the high-level sport training. These results will be discussed as indicators of vulnerability. Possible suggestions concerning the development of the LMD structure will also be discussed.