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This research focuses on the activity of six tutor teachers in training involved in the curriculum of primary student-teachers at the University of Teacher Education in Lausanne, in Switzerland. The post-lesson interviews managed by these tutor teachers in training show that their activity is influenced from past experiences lived as student-teachers and from the training they are following. This research aims to understand and analyze the origin from the tools used to mentor their student-teacher during the post-lesson interviews. The theoretical framework uses the concepts of the clinical activity and the method of self and crossed confrontation interviews. Through the real activity of tutor teachers in training, exposed through the methodologies of self-confrontation, our results highlight the influence of past experiences of tutor teachers in training, as well as the nature of the emotionally significant situations they experienced in the past. The influence in their actual activity as tutor teachers in training and which tools they are using from the training are also presented and discussed. [ABSTRACT FROM AUTHOR]

This research aims to identify the types of emotionally significant situations experienced by Physical Education Teachers in Training (PETTs) during the first year of their pedagogical specialization. Furthermore, the valence, the primary emotions, the intensity, the sharing and the effects of each situation is evaluated. Two emotionally significant situations are collected with a narrative questionnaire that 139 PETTs, representing three flights of students (n flight 1 = 45, n flight 2 = 53, n flight 3 = 41) and aged from 25 to 36 years old (n females = 47 and n males = 92) filled out. Data describes 278 experiences treated with an inductive method that described 12 types of situations (six with negative valence, five with positive valence and the type "Student with special needs" has both, positive and negative). Other areas of significance are analyzed with a cross-tabulated tables and descriptive scales method. Negative situations that lead to negative emotions (181/278) were in particular related to the transgression of rules by students and the threat student's physical integrity. The positive situations (79/278) are linked to motivated students and student's Learning. Some situations (18/278) are beginning negatively but the issue during the lesson is positive. Most PETTs reported that these situations (233/278) have positively contributed to their professional development. Finally, these results challenge traditional teaching methods and open up the potential value in hybridised coursework model of PETTs, particularly when taking into account the subjective nature of the teaching profession. [ABSTRACT FROM AUTHOR]

This research aims to identify the types of emotionally significant situations experienced by Physical Education Teachers in Training (PETTs) during their first year of their pedagogical specialization. Furthermore, the valence, the primary emotions, the intensity, the sharing and the effects of each situation were evaluated. Two emotionally significant situations were collected with a narrative questionnaire that 139 PETTs, representing three flights of students (n flight 1 = 45, n flight 2 = 53, n flight 3 = 41) and aged from 25 to 36 years old (n females = 47 and n males = 92) filled out. Data described 278 experiences treated with an inductive method that described 12 types of situations (six with negative valence, five with positive valence and the type "Student with special needs" has both, positive and negative). The other areas of significance were analyzed with a cross-tabulated tables and descriptive scales method. Negative situations that lead to negative emotions (181/278) were in particular related to the transgression of rules by students and the threat student's physical integrity. The positive situations (79/278) are linked to motivated students and student's Learning. Some situations (18/278) are beginning negatively but the issue during the lesson is positive. Most PETTs reported that these situations (233/278) have fostered their professional development. Finally, these results challenge traditional teaching methods and open up the potential value in hybridised coursework model of PETTs, particularly when taking into account the subjective nature of the teaching profession. [ABSTRACT FROM AUTHOR]