Gérer un incident critique organisationnel en éducation physique : régulation émotionnelle d'enseignants-stagiaires et accompagnement par leurs maîtres de stage
(2010)
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- (en) How learn to cope unpredictable situations in teaching ? This qualitative study examines the regulation of emotion in the decision making process of four students teachers in a physical education lesson, and the supervision of their respective mentor. The present research aims at double objective : first, to understand how a student teacher develops coping strategies when confronted by a critical organisational event ; second, how the cooperating teacher consider the emotional experience of student teacher and contribute to cope these situations ? The "transactional model" of appraisal (Lazarus, 1991), a motivational-cognitive theory of emotion, served as a first theoretical framework ; the "supervision's style" model of Brûlé (1983) as the second reference. The case study method was organised in three stages: 1) interview about his plan before the lesson, 2) video recording of the lesson and 3) “self confrontation” interview (Theureau, 1992) with the student and his mentor after the lesson. The interview verbatim were analysed with QSR N-Vivo software. The results of four cases studies emphasize the importance of goal congruence, self-efficacy and coping options to develop the student teacher’s problem-focused strategies with succesful. Otherwise, this present research reveal any supervision's style is not ideal, but several model can coexist and were personalized.
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Vandercleyen, F. (2010). Gérer un incident critique organisationnel en éducation physique : régulation émotionnelle d’enseignants-stagiaires et accompagnement par leurs maîtres de stage. https://hdl.handle.net/2078.5/130289