@article{article_395075, title={Validation d’un Instrument Pour Mesurer Les Préoccupations D’enseignants Stagiaires en ÉPS Tunisiens}, journal={Anadolu University Journal of Education Faculty}, volume={2}, pages={158–177}, year={2018}, author={Desbıens, Jean-François and Bali, Naila and Spallanzanı, Carlo and Vandercleyen, François and Beaudoın, Sylvie}, keywords={Concerns,Tunisia,physical education,student teachers,stress,questionnaire,validity}, abstract={<p> <span lang="en-us" style="font-size:9pt;font-family:’Times New Roman’, serif;" xml:lang="en-us">Cet <span style="letter-spacing:-.65pt;"> </span>article <span style="letter-spacing:-.65pt;"> </span>présente <span style="letter-spacing:-.75pt;"> </span>la <span style="letter-spacing:-.65pt;"> </span>démarche <span style="letter-spacing:-.65pt;"> </span>d’élaboration, <span style="letter-spacing:-.75pt;"> </span>de <span style="letter-spacing:-.65pt;"> </span>validation <span style="letter-spacing:-.7pt;"> </span>et <span style="letter-spacing:-.65pt;"> </span>de <span style="letter-spacing:-.55pt;"> </span>vérification <span style="letter-spacing:-.8pt;"> </span>exploratoire <span style="letter-spacing:-.65pt;"> </span>des <span style="letter-spacing:-.6pt;"> </span>qualités psychométriques <span style="letter-spacing:-.65pt;"> </span>d’un <span style="letter-spacing:-.6pt;"> </span>questionnaire <span style="letter-spacing:-.65pt;"> </span>sur <span style="letter-spacing:-.6pt;"> </span>les <span style="letter-spacing:-.65pt;"> </span>préoccupations <span style="letter-spacing:-.55pt;"> </span>des <span style="letter-spacing:-.65pt;"> </span>stagiaires <span style="letter-spacing:-.65pt;"> </span>tunisiens <span style="letter-spacing:-.65pt;"> </span>en <span style="letter-spacing:-.7pt;"> </span>enseignement <span style="letter-spacing:-.55pt;"> </span>de <span style="letter-spacing:-.55pt;"> </span>l’éducation
physique <span style="letter-spacing:-.65pt;"> </span>et <span style="letter-spacing:-.65pt;"> </span>sportive. <span style="letter-spacing:1pt;"> </span>Une <span style="letter-spacing:-.65pt;"> </span>étude <span style="letter-spacing:-.65pt;"> </span>attentive <span style="letter-spacing:-.65pt;"> </span>des <span style="letter-spacing:-.7pt;"> </span>préoccupations <span style="letter-spacing:-.6pt;"> </span>est <span style="letter-spacing:-.65pt;"> </span>indiquée <span style="letter-spacing:-.65pt;"> </span>car <span style="letter-spacing:-.55pt;"> </span>la <span style="letter-spacing:-.55pt;"> </span>documentation <span style="letter-spacing:-.7pt;"> </span>scientifique <span style="letter-spacing:-.55pt;"> </span>montre
qu’elles sont porteuses d’émotions négatives associées notamment au stress, à
l’épuisement professionnel, mais aussi <span style="letter-spacing:-.25pt;"> </span>à <span style="letter-spacing:-.1pt;"> </span>un <span style="letter-spacing:-.25pt;"> </span>engagement <span style="letter-spacing:-.1pt;"> </span>professionnel <span style="letter-spacing:-.1pt;"> </span>amoindri. <span style="letter-spacing:-.2pt;"> </span>Un <span style="letter-spacing:-.15pt;"> </span>total <span style="letter-spacing:-.25pt;"> </span>de <span style="letter-spacing:-.1pt;"> </span>349 <span style="letter-spacing:-.05pt;"> </span>questionnaires <span style="letter-spacing:-.3pt;"> </span>(77,56 <span style="letter-spacing:-.25pt;"> </span>%) <span style="letter-spacing:-.15pt;"> </span>collectés <span style="letter-spacing:-.2pt;"> </span>dans <span style="letter-spacing:-.2pt;"> </span>les <span style="letter-spacing:-.2pt;"> </span>quatre instituts tunisiens de formation en
ÉPS auprès de stagiaires finissants a mené à l’élaboration d’un questionnaire
cohérent et robuste composé de 13 énoncés répartis en deux facteurs expliquant
73,204 % de variance. Le facteur 1 (54,461 %) appelé Appréhensions face à la
pratique de l’enseignement regroupe 8 énoncés. Le facteur 2 appelé
Appréhensions face à l’évaluation par un tiers (18,743 %) en regroupe 5. Ce
questionnaire recoupe certains éléments <span style="letter-spacing:-.3pt;"> </span>de <span style="letter-spacing:-.3pt;"> </span>la <span style="letter-spacing:-.3pt;"> </span>documentation <span style="letter-spacing:-.25pt;"> </span>scientifique <span style="letter-spacing:-.4pt;"> </span>alors <span style="letter-spacing:-.35pt;"> </span>qu’il <span style="letter-spacing:-.3pt;"> </span>présente <span style="letter-spacing:-.3pt;"> </span>aussi <span style="letter-spacing:-.4pt;"> </span>des <span style="letter-spacing:-.35pt;"> </span>spécificités. <span style="letter-spacing:-.3pt;"> </span>Ces <span style="letter-spacing:-.35pt;"> </span>éléments <span style="letter-spacing:-.3pt;"> </span>de <span style="letter-spacing:-.3pt;"> </span>convergence
et divergence font l’objet d’une discussion sur les plans de la recherche et de <span style="letter-spacing:-1pt;"> </span>l’intervention. </span> <br /> </p>}, number={2}, publisher={Anadolu University}