Tunisian Doctoral Students between Course Management and Effective Performance

Abstract

Different teaching models have been used to enhance the teaching and learning process in order to meet the required achievements. This process keeps on changing for decades, particularly with the inclusion of the communicative approach. In this respect, a mooting point concerns how the interactive process of teachers and learners take place for designing course materials. Another vital point to consider is how to evaluate the achievements of a set of pedagogical packages offered for novice teachers in particular, which are merely a part of their constitutive formation and course management. These investigative points are conducted by loading the Tunisian doctoral students with the most effective pedagogical means so that they acquire the desired procedures for course planning and class management. These students are required to teach their classmates, pretending to be learners, within a micro-teaching context. The presupposed teachers are equipped with the necessary teaching means. The experiment consists in a scientific class session followed by a class discussion describing and assessing the presented courses performance. This pursued process represents a pedagogical mechanism for designing a yardstick for mapping out an assessing measure of the courses. It is found that the doctoral students use different cognitive techniques to manage their classes by assigning tasks with different levels of complexities. Finally, it is suggested that the presented courses leave traces of achievements. The doctoral students are able to diversify their pedagogical techniques during class management. What remain at issue are the pedagogical anomalies to avoid for a better teaching performance.