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The aims of this study is to make an obvious fact about the impact of academic qualification of sport teachers on degree of abilities to steer learning situations. 20 teachers working in 6 scholar establishments and having a professional experience between 7 and 10 years were participated in this study. They are divided according to the level of their academic qualification. The experimental task is to make video and sound recordings of teachers sessions provided by all chosen pedagogical frameworks. The evaluation will focus on different indicators of professional skill of driving situations teachings. In total, 40 sessions randomly selected were filmed. The results obtained allowed us to infer that the piloting skill teaching situations is moderately mastered by all teachers observed regardless of their level of academic qualification. However, it should be mentioned that there is a little difference in favor of teachers ma?trisards. It should also be noted that difficulties were identified in two categories of teachers observed (master and master’s degree). Difficulties in indicators related to the explanation of the task to be performed and the level of precision of resources to which students have access to perform learning. Nevertheless, it should be noted that teachers controlled more or less the organization of groups and compliance planning. Finally, this study showd that masters teachers are more skilled at the precision of resources, group organization and encouragement of students. However, the explanation of the task to be performed and the respect of planning are indifferent to the variable level of qualification.

advances in physical education

Compared Efficiency of Abilities to Steer Learning Situations by Two Categories of Sport and Physical Education Teachers Having Different Levels of Academic Qualification