الاحتياجات التدريبية اللازمة لمعلمي المرحلة الأساسية العليا بالعاصمة عمان في ضوء متطلبات اقتصاد المعرفة من وجهة نظرهم
Abstract
أشارت أهم النتائج إلى أن الاحتياجات التدريبية اللازمة لمعلمي المرحلة الأساسية العليا في ضوء متطلبات اقتصاد المعرفة من وجهة نظرهم جاءت بدرجة مرتفعة في جميع مجالات الاستبانةعدا مجال التقويم والاختبارات والذي جاء بدرجة احتياج متوسطة. كما توصلت الدراسة إلى عدم وجود فروق ذات دلالة إحصائية في الاحتياجات التدريبية تعزى لمتغيري الجنس والتخصص بالنسبة للمعلمين. ولكن الدراسة أظهرت وجود فروق دالة إحصائيًا في الاحتياجات التدريبية تعزى لمتغير سنوات الخبرة ولصالح فئة (أقل من 5 سنوات). وفي ضوء النتائج أوصت الدراسة بإعادة النظر في وضع البرامج التدريبية للمعلمين وطرق تحديدها في مجالات تخطيط التدريس وتنفيذه وتقويمه وأهم المهارات المهنية والحياتية للمعلم.
The Necessary Training Needs for the Teachers of the Upper Basic Stage in the Capital Amman in the Light of the Requirements of the Knowledge Economy from their Perspective
Abstract
The study aims at uncovering the necessary training needs for teachers of the higher basic stage in light of the requirements of the knowledge economy from their perspective. To Achieve the objective of the study, the survey descriptive approach was used, and a questionnaire was developed for training needs, including five areas (teaching planning, teaching implementation, evaluation and tests, life and professional skills, and the use of technology). The study sample consists of 341 teachers.
The most important results indicated that the training needs for upper basic stage teachers in light of the requirements of the knowledge economy from their point of view were high in all areas of the questionnaire except in the domain of evaluation and testing, which came with a medium need degree. The study also shows that there are no statistically significant differences in training needs due to variables of gender and specialization for teachers. However, the study shows that there are statistically significant differences in training needs due to the variable of years of experience in favor of the category (less than 5 years). In the light of the results, the study recommended reconsidering the development of training programs for teachers and the methods of determining them in the fields of teaching planning, implementation and evaluation, and the most important professional and life skills for teachers.
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DOI: http://dx.doi.org/10.35682/1921
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