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2019-06-22 - Colloque/Présentation - poster - Anglais - 0 page(s)

Bodart Madisson , Cauchie Dimitri , Bruyninckx Marielle , "Motivations and Job Representations of Prospective Physical Education Teachers Starting Their Vocational Training" in International Conference on Education and New Developments 2019, Porto, Portugal, 2019

  • Codes CREF : Dynamique et développement des sociétés (DI4116), Pédagogie (DI4610), Psychologie du sport et des activités physiques (DI425G)
  • Unités de recherche UMONS : Développement humain et traitement des données (P382)
  • Instituts UMONS : Institut de Recherche en Développement Humain et des Organisations (HumanOrg)

Abstract(s) :

(Anglais) The teaching career-choice can be mainly explained by various intrinsic motivations (Berger & D'Ascoli, 2011) but also by a high sense of personal efficiency (Watt & Richardson, 2007). In the case of physical education teaching, the choice is often made by students who previously had a personal affinity for a sport, for which they imagine professional developments (Carlier et al., 2003). Men' choice seems, however, to be more focused on the sports skills to be achieved (Roux-Perez, 2004). This paper summarizes the results of an exploratory research based on a questionnaire. Our main objective was to analyze the motivations, the personal efficiency and the job representations held by physical education students at the beginning of their vocational training. In order to answer our research questions, 254 subjects (174 men and 80 women), studying in two institutions of higher education, were surveyed and a descriptive cross-sectional analysis was then conducted. Our results allow us to conclude that, broadly speaking and regardless of gender, physical education students are mainly motivated by intrinsic factors. Through their future profession, they search for a personal achievement and an improvement of their knowledge. They generally have a high sense of personal efficiency although women sometimes feel less “able” than men to teach physical education at the beginning of their training. Finally, the students agree on the qualities needed to the physical education teacher and they often hold their job representations close to that of an “educator” and “animator”.