Publisher's Synopsis
This study uses an interactionist perspective to address the process of socialization of Tunisian physical education and sports teachers in a teaching and learning environment in contemporary Tunisian schools. Remember that this theory is defined by sociologists and psychosociologists as being the process by which individuals internalize the norms, principles and values of the society in which they evolve. Two important instances are generally distinguished in the socialization process: primary socialization which begins at birth and continues throughout childhood, and secondary socialization which then takes place throughout the individual's social career. Primary socialization is the most decisive since it provides the child with his first social benchmarks which will mark him throughout his existence and will then act as a filter: the experiences subsequently lived are understood, in fact, with reference to the first which contributed to sustainably structure the individual's ways of thinking and acting. The two main objectives of the study are to present the social characteristics of the population studied, to draw general conclusions on the social origins of Tunisian physical education teachers, and to identify the link between socialization and pedagogical practice of Tunisian physical education teachers. We collected data through participant observation and in-depth interviews with a representative sample of physical education teachers. The results show that the sociocultural origin, the type of training and the generational effect of physical education teachers in a teaching environment in Tunisian schools influence teaching behaviors.
