A Correction of Preparation Program for the Arabic language Teachers at the College of education from the Teachers and Students’ Viewpoints( With refrence to Karbala University).
Volume 1, Issue 1, Pages 245-285
AbstractThe Aim of Study:
The Present study aims at evaluate the program for preparing teachers of Arabic in the college of Education for the perspective of students and teachers throughout answering the following questions:
• What are power aspect and weakness aspect in the programs from students' and teachers' perspective?
• What are the suggestions of students and teachers to develop programs?
The present study is confined to:
1- Fourth stage classes in Department if Arabic in the colleges of Education Kerbala University, fort eh academic year 2010-2011.
2- Teachers of Arabic in colleges of Education Kerbala University, fort eh academic year 2010-2011.
The community and sample of study:
The number of students of fourth stages in the Department of Arabic in colleges of Education Kerbala University (109) students malefemale students. While the number of teachers in the same department was (47) male / female teachers.
The researcher preferred to make the individuals of the research.
The researcher prepared two open questionnaires as the main instrument for information collecting of (20) male female students in the fourth stage in the Arabic Department , and (10) teachers in the same department in colleges of Education Kerbala University. The researcher posed an open question related to mentioning aspects of power and weakness in the program of preparing in the program of preparing teachers of Arabic according to the following pivots:
First pivot: students acceptability
Second pivot: the program objectives
Third pivot: curricula item, their contents and items.
Fourth Pivot: methods and styles of teaching.
Fifth Pivot: educational means, educational techniques.
Sixth pivot: views, and application.
Seventh pivot: evaluation, examinations.
In the light of the students' and teachers' answers on the open questionnaire, and the review on the literature and studies related to the evaluation of program, the closing questionnaire for students and teacher primary. The researcher verified their apparent validity by showing them to experts and specialists.
The researcher applied two questionnaires on the sample of students and teacher of 109 female and male students, and 47 students. After completing the application the researcher recollected the questionnaire, and used percentage and means and statistical means to analysis the researcher.
First: The Results of questionnaire opinions:
The researcher arranged the fields of teachers downwardly, according to percentile weight, and means, and comes up to many questions.
• Power Aspects:
A. The objectives affirm the objectives the principle of unity of knowledge.
B. The means and techniques support the methods of teaching.
• Weakness point:
A. The liberary is provided the different books and resources that the teacher need.
B. The curricula are characterized by printing setup.
Second: results of questionnaires:
The researcher arranged the question downwardly according to their percentile weight and means and the findings:
• Power aspects:
A. The method followed present in choosing the suitable.
B. the homogeny of objectives with the learned.
• Weakness Power:
A. Do not consider the methods of teaching and individual differences.
B. The method of personal evaluation in accordance with what the teacher chooses in accordance with the material and the situation, which might not be based on scientific .
In the light of the results, the researcher recommended:
• To enhance the schools and teachers accompanying materially and morally.
• Adopt studied plans during service.
In completion , he suggested to:
• Making another comparison study with the Gulf states in the field of preparation of Arabic.
• Making an evaluative study for follow-up and make benefit of the system in the advanced countries.
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