The interplay of normative, descriptive, and prescriptive discourses in shaping student teacher development: an analysis of physical education inspection reports

Discourses Shaping PE Teacher Development: An Inspection Report Analysis

Authors

  • Chamseddine Guinoubi
  • Faten Sahli
  • Karim Ayed
  • Mohamed Ali Hammami
  • Mahmoud Rebhi
  • Hajer Sahli
  • Ismail Dergaa
  • Monoem Hadded
  • Makram Zghibi Department of Human and Social Sciences, Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia

Keywords:

multifaceted discourse, normative guidance, collaborative mentorship, critical reflection, facilitator inspectors

Abstract

ABSTRACT

Objectives: This study aimed to analyze physical education inspection discourse for insights into mentoring practices and teaching quality improvement. Examining reports provided perspective into normative, descriptive, and prescriptive evaluation aspects shaping student teacher development. Methods: The study involved 29 Tunisian inspectors of student teachers at the High Institute of Sport and Physical Education during the Fall 2022 academic term. In total, 117 pedagogical reports were obtained confidentially for discourse analysis. The analysis focuses on three types of discourse that may be present in the inspection reports: normative, descriptive, and prescriptive. The objective is to extract the most frequently used words and verbs by inspectors and to quantify the frequency of terms related to these three dimensions. Results: Analysis of verb and word frequencies within different discourse types revealed a significant association (χ² test, P=.0013, Cramer's V=.17, moderate effect size). Pedagogical inspectors predominantly employed normative language, with 78.1% of words and 62.7% of verbs falling into this category. This dominance suggests a focus on guiding, advising, and encouraging teachers through references to specific standards and practices. Notably, verbs like "guide" and "suggest" (14% and 12% frequency, respectively) were prevalent, highlighting a collaborative approach over direct imposition. Conclusion: This study challenges the singular focus on discourse modalities in inspector reports, revealing a multifaceted discourse ecosystem. While normative language sets standards and benchmarks, descriptive language captures classroom realities, and prescriptive language offers targeted guidance. This interplay fosters critical reflection, professional autonomy, and continuous improvement in student teachers. Inspectors, therefore, emerge as more than evaluators; they are facilitators.

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Published

22-07-2024 — Updated on 08-08-2024

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How to Cite

Chamseddine Guinoubi, Sahli , F. ., Ayed , K. ., Ali Hammami , M. ., Rebhi , M. ., Sahli , H. ., Dergaa , I. ., Hadded , M. ., & Zghibi, M. (2024). The interplay of normative, descriptive, and prescriptive discourses in shaping student teacher development: an analysis of physical education inspection reports: Discourses Shaping PE Teacher Development: An Inspection Report Analysis. Acta Kinesiologica, 18(2), 70–76. Retrieved from https://akinesiologica.com/ojs_3.3.0-7/index.php/akinesiologica/article/view/230 (Original work published July 22, 2024)

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Original Scientific Article