بناء برنامج تفاعلي لمتدربي دورات طرائق التدريس الجامعي على وفق معايير HEA وأثره في تطوير مهارتهم التدريسية

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

0197bdb0-4967-4a75-95b6-9724e3deec60

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل دكتوراة

نوع الملف

pdf text

أسماء الملفات

996590_1.pdf

بيانات النشر

ترجمة العنوان

Building an interactive program for trainees of university teaching methods courses in accordancewith HEA standards and its impact on developing their teaching skills

ألقاب المؤلفين

[{"name_ar":"أحمد أياد أنور إبراهيم الأعظم","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"مهدي جادر حبيب آل ناجي","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

بناء برنامج تفاعلي لمتدربي دورات طرائق التدريس الجامعي على وفق معايير HEA وأثره في تطوير مهارتهم التدريسية

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The current research aims to know: "Building an interactive program for trainees of university teaching methods courses in accordance with HEA standards and its impact on developing their teaching skills"The researcher identified the research problem with the following question: How to build an interactive program for trainees (Centers for developing teaching methods and university training) in Iraqi universities aligned to HEA standards and its effects on developing their teaching skills? The main question is divided into the following:1-What are the training needs for trainees in teaching methods and educational qualification courses?2-What are the British (HEA) standards to build an interactive program for teaching methods and educational qualification courses according to them?3-What are the teaching skills required for the trainees?4-How can an interactive program be built for trainees in teaching methods courses in accordance with HEA standards? 5-What is the interactive program's effect on developing the teaching skills of the trainees in the teaching methods and educational qualification courses?The researcher followed approaches to answer the above: (the descriptive approach, in collecting, describing, and analyzing data. By building an interactive program, translating the British (HEA) standards, and adapting them to the local environment. The experimental approach is to experiment with the interactive program and apply it to the trainees and measure its impact with the observation card that collected a summary of the necessary skills.The researcher formulated the following hypothesis: There is no statistically significant difference at the level of (0.05) between the average scores of the sample members on the skill side to develop their teaching methods in the pre-application, and their average scores in the post-application of the observation card. Overview of the research and its sample: represented in the centers for developing teaching methods and university training and continuing education centers. The total number of which is (35) thirty-five centers in public universities. The research chose the sample randomly from the trainees for the year (2019-2020) at the College of the Great Imam (may God have mercy on him) in Baghdad, totaling (20) twenty trainees. The researcher relied on the experimental design, as well as a pre-test and post-test.Researcher data collection:building questionnaires for training needs Cteaching skillsrelevant standardsa general theoretical framework for the interactive programbuilding a notecard to collect the dataAppropriate statistical methods were employed, including frequencies, percentage, arithmetic medium, and (Coper) to calculate the observation card's accuracy. Also, the statistical program (Statistical Package for Social Sciences –SPSS) was used in both: first, the Chi-square test and second the T-test to investigate the difference between the middle scores of the trainees on the notecard for the (Teaching Methods, and Educational Qualification) course, and the pre and post-tests.The current research reached a set of results, including:1.It defined a list of HEA standards, which included four main criteria: institutional commitment, program design, support and guidance, and evaluation). There are (16) indicators for each criterion (4). Four of which can be implemented with (73) mechanisms for guidance and support.2.It determines a list ofteaching skills, which contain three primary skills: planning, implementation, and evaluation. There are (33) skills included under each of the skills.3.The effectiveness of the program as a result of increased skills among the trainees. It is demonstratedthrough a significant statistical difference between the pre and post note cards for the trainees, favoring the post results.Considering the results of the research, the researcher recommended the following:1.Adopting the interactive program in the current study in teaching method courses in continuing education centers in Iraqi universities2.Benefiting form the observational cards the emerged during this research and implementing it in testing courses for university teaching methods and educational qualifications. It is suggested the future studies be conducted on the following topics:1.The extent to which the trainees can employ the teaching skills needed in the current research in their field practices.2.The problems facing teaching methods and education qualification courses in Iraqi universities and ways to enhance them by those in charge.3.Constructing technologically learning of teaching methods and educational qualification courses in Iraqi universities, and its impact on the performance of the trainees 4.Evaluating training centers and developing continuing education centers in Iraqi universities and educational institutions, considering British (HEA) standards

كلمات الباحثين

التدريس الجامعي- المهارات التدريسية - معايير HEA

إشراف وإعداد

الإشراف

مهدي جادر حبيب آل ناجي

الإعداد

أحمد أياد أنور إبراهيم الأعظم

الاقتباسات الببليوغرافية