Abstract:

This study aimed to evaluate the practical education program from the point of view of the female student teachers at the Faculty of Home Economics, Menoufia University. The researcher used the descriptive methodology with the aim to conclude the study results. To this end, a questionnaire was prepared and directed to the female student teachers, consisting of three axes, including: the procedures of the practical education program, the role of academic supervision, and the role of school supervision. The tool reliability and validity was verified using the appropriate methods. The researcher applied the study tool to a sample ٤ consisting of (60) female student teachers at the Faculty of Home Economics, Menoufia University, in the second semester of the academic year 2020/2021 AD. 

The study concluded the following results:

-There are no problems facing the female student teachers during the field application related to the procedures of the practical education program, and that the procedures of the practical education program contribute to providing the female student teachers with the necessary teaching skills. -The academic supervisor performed their required tasks in a distinct manner that helps in developing the teaching skills of the female student teachers in the practical education program. -The school supervisor performed their required tasks in a medium manner in the practical education program. 



  ‫ﻭﺘـﺄﻫﻴﻠﻬﻡ‬ ‫ﺍﻟﺨـﺭﻴﺠﻴﻥ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺩﻭﺭﺤﻴﻭﻯ‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ًﺒﺄﻫﻤﻴﺔ‬ ‫ﻭﺇﻴﻤﺎﻨﺎ‬ ‫ﻗﻁﺎﻋﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻟﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﺍﻟﺩﺍﺌﻡ‬ ‫ﻭﺍﻟﺴﻌﻰ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﻋﻠـﻰ‬ ‫ﻴﻌﻤـل‬ ‫ﻭﺒﻤﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻜﻠﻴﺎﺕ‬ ‫ﻓﺘـﺭﺓ‬ ‫ﺃﺜﻨـﺎﺀ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺘﻭﺍﺠﻬﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺘﻘﺩﻡ‬ ‫ﻤﺎ‬ ‫ًﻋﻠﻰ‬ ‫ﻭﺒﻨﺎﺀﺍ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ،‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺭﺃﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻥ‬ ‫ﻟﻠﻜﺸﻑ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ،‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ‬ ‫ﺘﺤﻘﻴـﻕ‬ ‫ﻋﻠـﻰ‬ ‫ﻴـﺴﺎﻋﺩ‬ ‫ﻤﻤﺎ‬ ‫ﻤﻨﻬﺎ،‬ ‫ﺍﻟﺘﺨﻔﻴﻑ‬ ‫ﺃﻭ‬ ‫ﺘﻔﺎﺩﻴﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻹﺠﺎﺒـﺔ‬ ‫ﻤﺤﺎﻭﻟﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻭﺘﻁﻭﻴﺭﻩ‬ ‫ﻭﺘﺤﺴﻴﻨﻪ‬ ‫ﺒﻪ‬ ‫ﻭﺍﻻﺭﺘﻘﺎﺀ‬ ‫ﺍﻟﻤﻨﺸﻭﺩﺓ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﺍﻻﺠ‬ ‫ﺍﻟﻤﺠـﺎﻻﺕ‬ ‫ﻜﺎﻓـﺔ‬ ‫ﻓـﻲ‬ ‫ﻭﺍﻟﺴﺭﻴﻊ‬ ‫ﺍﻟﻬﺎﺌل‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻴﺸﻬﺩ‬ ‫ﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻭﻻ‬ ‫ﺍﻟﺘﻁﻭﻴﺭ،‬ ‫ﻫﺫﺍ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ،‬ ‫ﻭﺍﻟﺴﻴﺎﺴﻴﺔ‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﺒﺎﻟﻎ‬ ‫ﹰ‬ ‫ﺩﻭﺭﺍ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﺅﺩﻯ‬ ‫ﺤﻴﺙ‬ ‫ﹰ،‬ ‫ﺃﻜﺎﺩﻴﻤﻴﺎ‬ ‫ﻭﻤﺅﻫﻠﻴﻥ‬ ‫ﻤﺩﺭﺒﻴﻥ‬ ‫ﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺩﻭﻥ‬ ‫ﺒﺒﺭﺍﻤ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﺍﺨﺘﻼﻓﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺩﻭل‬ ‫ﺍﻟﺤﻜﻭﻤﺎﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺃﻥ‬ ‫ﻨﺠﺩ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﻭﺫﻟـﻙ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻓﻨﺠﺎﺡ‬ ‫ﺇﻋﺩﺍﺩﻫﻡ،‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺘﺄﻫﻴﻠﻬﻡ‬ ‫ﻭﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻷﻥ‬ ‫ﺇﻋﺩﺍﺩﻩ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻤﻥ‬ ‫ﻟﻪ‬ ‫ﻴﻘﺩﻡ‬ ‫ﻤﺎ‬ ‫ﻭﻤﺤﺘﻭﻯ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﻤﻬﻨﺘﺔ‬ . ‫ﺨﻤﺱ‬ ‫ﻟﻼﺴﺘﺒﻴﺎﻥ‬ ‫ﻭﻀﻊ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻴﻜﺭﺕ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﻭﻫﻲ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻟﻜل‬ ‫ﻤﺘﺩﺭﺠﺔ‬ ‫ﺍﺴﺘﺠﺎﺒﺎﺕ‬ ) ‫ﺒﺸﺩﺓ‬ ‫ﻤﻭﺍﻓﻕ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﻓﻕ،‬ ‫ﻏﻴﺭ‬ ‫ﻤﺤﺎﻴﺩ،‬ ‫ﻤﻭﺍﻓﻕ،‬ ‫ﺒﺸﺩﻩ،‬ ‫ﻤﻭﺍﻓﻕ‬ ( ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﻓﻜﺭﺓ‬ ‫ﺎﺀ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﹰ‬ ‫ﺇﻟﻜﺘﺭﻭﻨﻴﺎ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﺘﻭﺯﻴﻊ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ،‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﻤﻌﺎﻟﺠﺘﻬﺎ‬ ‫ﺜﻡ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ . 


	Keywords:Practical Education ‫ﺍﻟﻤﺤﻭﺭ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ،‬ ‫ﻓﻲ‬ ‫ﺤﺴﺎﺴﻴﺔ‬ ‫ﻭﺃﻜﺜﺭﻫﺎ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻘﻁﺎﻉ‬ ‫ﻟﻠﺘﻁﻭﺭ،‬ ‫ﺍﻷﻤﻡ‬ ‫ﺨﻼﻟﻪ‬ ‫ﻤﻥ‬ ‫ﺘﺴﻌﻰ‬      ‫ﻴﻌﺘﺒﺭ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺠﺎل‬ ‫ﺃﻫﻡ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻴﻬﺘﻡ‬ ‫ﺍﻟﻤﻜﻭﻨـﺔ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﻌﻨﺎﺼﺭ‬ ‫ﺒﺈﻨﺘﺎﺝ‬ ‫ﺍﻟﻤﺠﺘ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻓﺈﻥ‬ ‫ﻟﺫﻟﻙ‬ ‫ﻟﻠﻤﺴﺘﻘﺒل،‬ ‫ﺍﻷﺠﻴﺎل‬ ‫ﻭﺇﻋﺩﺍﺩ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻗﻁﺎﻋﺎﺕ‬ ‫ﻟﺒﺎﻗﻰ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻴﺒﺩﺃ‬ ‫ﻤﻊ‬ ‫ﺃ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺩﻭﺭﻩ‬ ‫ﻟﻠﻘﻴﺎﻡ‬ ‫ﻭﺘﻨﻤﻴﺘﻪ‬ ‫ﺒﻪ‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻜﻤل‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻭﻴﻭﺍﻜﺏ‬ ‫ﻭﺠﻪ‬ ، ‫ﺍﻟﻬﺩﻑ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻟﺘﺤﻘﻴﻕ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺤﺴﻤﺎ‬ ‫ﺍﻷﻜﺜﺭ‬ ‫ﺍﻟﻌﻨﺼﺭ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﺓ‬ ‫ﻭﺘﺩﺭﻴﺒﺔ‬ ‫ﻭﺘﺄﻫﻴﻠﻪ‬ ‫ﻭﺇﻋﺩﺍﻩ‬ ‫ﺒﺎﻟﻤﻌﻠﻡ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻤﻥ‬ ‫ﺒﺩ‬ ‫ﻻ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﺄﺘﻲ‬ ‫ﻤﻌﻬﻡ،‬ ‫ﻭﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﺍﻟﻤﺒﺎﺸﺭ‬ ‫ﺇﺘﺼﺎﻟﻪ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﻤﻥ‬ ٍ ‫ﻋﺎل‬ . ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ،‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺘﺄﺜﻴﺭﺍ‬ ‫ﺍﻷﻜﺜﺭ‬ ‫ﺍﻟﻌﻨﺼﺭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻜﻭﻥ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻨﻅﻡ‬ ‫ﺒﻪ‬ ‫ﺇﻫﺘﻤﺕ‬ ‫ﻭﺫﻟـﻙ‬ ‫ﻭﺘﺩﺭﻴﺒـﻪ،‬ ‫ﻭﺘﺄﻫﻴﻠﻪ‬ ‫ﺍﻋﺩﺍﺩﻩ‬ ‫ﻭﺒﺭﺍﻤﺞ‬ ‫ﺇﺨﺘﻴﺎﺭﺘﻪ،‬ ‫ﻭﻁﺭﻕ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻓﻲ‬ ‫ﺘﻤﺜل‬ ‫ﹰ‬ ‫ﺒﺎﻟﻐﺎ‬ ‫ﹰ‬ ‫ﺍﻫﺘﻤﺎﻤﺎ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﻴﻌ‬ ‫ﺠﻴﺩ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻨﻰ‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺃﺸﺎﺭ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﻨﺎﺠﺢ،‬ ‫ﺘﺭﺒﻭﻯ‬ ‫ﻨﻅﺎﻡ‬ ) Korner,1993 ( ‫ﺒﻘﻭﻟﻪ‬ " ‫ﻫـﺫﺍ‬ ‫ﻓـﻲ‬ ‫ﻭﺸﺨـﺼﻴﺘﻬﻡ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﺒﺈﺼﻼﺡ‬ ‫ﻤﺭﻫﻭﻨﺔ‬ ‫ﻜﺎﻓﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻹﺼﻼﺤﺎﺕ‬ ‫ﺇﻥ‬ ‫ﺍﻟﻤﺠﺎل‬ " ‫ﻟﺫﻟﻙ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﺍﻟﻁﺎﻟـﺏ‬ ‫ﺍﻋـﺩﺍﺩ‬ ‫ﻋﻠـﻰ‬ ‫ﺘﻌﻤـل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺤﺎﺴﻤﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺒﺎﻋﺘﻴﺎﺭﻫﺎ‬ ‫ﻭﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻴﻜﺘﺴﺏ‬ ‫ﻓﻬﻭ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل،‬ ‫ﻤﻌﻠﻡ‬ ‫ﺤﻴﺎﻩ‬ ‫ﻓﻲ‬ ‫ﻭﺃﻫـﻡ‬ ‫ﺍﻟﻨـﺎﺠﺢ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻋﻥ‬ ‫ﻋﺎﻤﺔ‬ ‫ﻓﻜﺭﺓ‬ ‫ﻴﻜﺘﺴﺏ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻟﻤﻬﻨﺔ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﻁﺭﻕ‬ ‫ﻭﺃﺒﺭﺯ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺘﻼﻤﻴـﺫﻩ‬ ‫ﻤـﻊ‬ ‫ﻋﻤﻠﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﻪ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﺘﻭﻅﻴﻑ‬ . ) ‫ﺍﻟﺯﻫﺭﺍﻨﻰ،‬ ٢٠٢٠ .( ‫ﻭ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺇﺤﺩﻯ‬ ‫ﻭﺘﺩﺭﻴﺒﻬﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻔﻌﺎﻟﻴﺎﺕ‬ ‫ﺘﺤﺘﺎﺠﻬـﺎ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻫﺎ‬ ‫ﻭﺘﺄﻫﻴﻠﻬﻡ‬ ‫ﺍﻟﺘ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺩﺭﻴﺱ،‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻔﻌﻠﻴﺔ‬ ‫ﺍﻟﺘﺄﻫﻴﻠﻴﺔ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ) ‫ﺸﺎﻭﻱ،‬ ‫ﻭﺍﻟـﺼﻴﺩﺍﻭ‬ ‫ﻯ،‬ ٢٠١٧ ( ، ‫ﻜﻤﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻤﻨﺎﺥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻭﻴﺩﻩ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ) ‫ﺸﺘﻭﻯ،‬ ٢٠١٢ ( ‫ﻜﻤﺎ‬ ، ‫ﺃﻨﻬﺎ‬ ‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﻟﻠﻁﺎﻟـﺏ‬ ‫ﺘﺘﻴﺢ‬ ‫ﺃﺭﺽ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻹﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻨﻅﺭﻴﺎ‬ ‫ﺘﻌﻠﻤﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻓﺭﺼﺔ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ) . Zimmerman,2017 ( ‫ﺒﺎﻹﻨﺎﺀ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻭﻥ‬ ‫ﻭﻴﺸﺒﻪ‬ ، ‫ﺍﻟﺫﻱ‬ ‫ﺘﺨﺘﻠﻁ‬ ‫ﺨﺒﺭﺍﺕ‬ ‫ﻓﻴﻪ‬ ‫ﺍﻟ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺘﺭﺒﻭﻯ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻭﺍﻟﺤﻘﻴﻘﻰ‬ ‫ﺍﻟﻔﻌﻠﻰ‬ ‫ﺒﺎﻟﻭﺍﻗﻊ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻔﺼل‬ ‫ﺍﻟﺩﺭﺍﺴﻰ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ‬ ) ‫ﻋﻭﺽ،‬ ٢٠١٨ .( ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﻘﺼﻭﺩﺓ‬ ‫ﻭ‬ ‫ﻤﻭﺠﻬﻪ‬ ‫ﻤﻌﻴﻨ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻘﻀﻴﻬﺎ‬ ‫ﺔ‬ ‫ﺒﺎﻟﺘﺩﺭ‬ ‫ﺃﺜﻨﺎﺀﻫﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ،‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺘﺤﺼﻴﻠﻪ‬ ‫ﺒﺠﺎﻨﺏ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﻁﺎﻟـﺏ‬ ‫ﻓﻴﻬـﺎ‬ ‫ﻭﻴﺘﺩﺭﺏ‬ ‫ﻴﻤﺎﺭﺱ‬ ‫ﺤﻴﺙ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﻤﺩﻴﺭﻴﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻤﻊ‬ ‫ﺒﺎﻟﺘﻨﺴﻴﻕ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﺈﻋﺘﺒﺎﺭﻫﺎ‬ ‫ﺒـﺭﺍﻤﺞ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻰ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ -‫ﺍﻟﻤ‬ ‫ﻭﺘﺄﻫﻴﻠﻬﻡ‬ ‫ﻭﺇﻋﺩﺍﺩﻫﻡ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻗﺒل‬ ‫ﻬﻨﻰ،‬ ‫ﻭﺘﺤﺕ‬ ‫ﺍﺸﺭﺍﻑ‬ ‫ﻤﺘﺨﺼﺼ‬ ‫ﻴﻥ‬ ‫ﺃﻜﺎﺩﻴﻤ‬ ‫ﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﻀﻴﻔﺔ‬ ‫ﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺭﺸﺩ‬ ‫ﻤﻌﻠﻡ‬ ‫ﻭﺒﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻜﻠﻴﺔ،‬ ) ‫ﺍﻟﺨﻁﺎﺒﻴﺔ‬ ، ٢٠٠٢ .( ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﺩﺭﻴـﺴﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻓـﻲ‬ ‫ﹰ‬ ‫ﺘـﺄﺜﻴﺭﺍ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﺃﻜﺜﺭﻋﻨﺎﺼﺭﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻌﺘﺒﺭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﻌﻠﻡ،‬ ‫ﻷ‬ ‫ﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻘﻨﺎﺓ‬ ‫ﺘﺼﺏ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻭﺍﻻﺘﺠﺎﻫ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺎﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﺩﺭﻴـﺴﻴﺔ،‬ ‫ﺘﻁﻭﻴﺭﻤﻬﺎﺭﺍﺘﻪ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﻁﺭﻴﻘﻬﺎ‬ ‫ﺘﻭﺍﺠﻬ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺒﻬﺎ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻟﻀﺭﻭﺭﻯ‬ ‫ﻤﻥ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻪ،‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺃﻨ‬ ‫ﺍﻟﻰ‬ ‫ﻬﺎ‬ ‫ﺃﻜﺩ‬ ‫ﻓﻘﺩ‬ ‫ﻟﺫﻟﻙ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻤﻬﻡ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻰ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﻭﻥ‬ ‫ﺍﻟﺨﺒﺭﺍﺀ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻻﻫﺘﻤـﺎﻡ‬ ‫ﺘﻁﻭﻴﺭﻩ‬ ‫ﻭﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺒﺭﻨﺎﻤﺞ‬ ) . ‫ﻭﻋﻠﻴﻭﺓ،‬ ‫ﻗﺩﺍﺭ‬ ٢٠١٧ .( ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺃﻜﺩﺘﻪ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻨﺘﺎﺝ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺘﺄ‬ ‫ﻤـﺩﻯ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺜﻴﺭﻫـﺎ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤ‬ ‫ﻜﻔﺎﺀﺓ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻌﻠﻡ‬ ‫ﺍﻟﺘﺩﺭﻴ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺱ،‬ ‫ﺃﻜﺩﺕ‬ ‫ﻜﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻥ‬ ‫ﺘﻌﻤل‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﺘﻨﻤﻴﺔ‬ ) ‫ﺍﻟﺤﺩﻴـﺩﻯ،‬ ٢٠١٢ ( ‫؛‬ ) ‫ﻭﺍﻟﺒﻭﻨﻰ،‬ ‫ﺸﺤﺎﺩﺓ‬ ٢٠١٦ ( ‫؛‬ ) ‫ﺨﻠﻑ،‬ ٢٠١٧ ( ‫ﻴﺤﺘﻡ‬ ‫ﻤﻤﺎ‬ ، ‫ﻋﻠﻴﻨﺎ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺒﺎﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻟﻌﺼﺭ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻭﻤﻭﺍﻜﺒﺔ‬ ‫ﻟﻤﺴﺎﻴﺭﺓ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ . ‫ﻭ‬ ‫ﻗﺩ‬ ‫ﺍﺘ‬ ‫ﻔﻘﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺍﺴﺔ‬ ) Tuli&File,2009 ( ، ) ‫ﺍﻟ‬ ‫ﻐﻴـﺸﺎﻥ‬ ‫ﻭﺍﻟﻌﺒـﺎﺩﻯ،‬ ٢٠١٣ ( ‫ﻋﻠـﻰ‬ ‫ﺃﻥ‬ ‫ﺒﻬـﺎ‬ ‫ﻭﻴـﺘﻌﻠﻡ‬ ‫ﻴﺘﻜﺴﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻭﺍﻗﻌﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻨﻭﻉ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ‫ﻭﺤﺩﺓ‬ ‫ﻟﻠﺘﺩﺭﻴﺏ‬ ‫ﻟﻴﺴﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺍﻹ‬ ‫ﻭﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻭﺍﻟﺨﻁﺄ‬ ‫ﺍﻟﻤﺤﺎﻭﻟﺔ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺭﺸﺎﺩ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﻌﻠـﻰ‬ ‫ﺒﺎﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻤﺎ‬ ‫ﺭﺴﺔ‬ ‫ﻓﻴﻜﺘﺴﺏ‬ ‫ﺍﻟﺼﻑ،‬ ‫ﺩﺍﺨل‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﹰ‬ ‫ﺸـﻌﻭﺭﺍ‬ ‫ﺨﻼﻟﻬـﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺩﺭﺍﺴـﺘﻬﺎ‬ ‫ﺘﻡ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﻟﻠﻤﻭﺍﺩ‬ ‫ﺍﻟﻌﻤﻠﻰ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺘﺨﺭﺝ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﺒﺎﻟﻤﺴﺌﻭﻟﻴﺎﺕ‬ ‫ﻟﻠﻘﻴﺎﻡ‬ ‫ﹰ‬ ‫ﻭﺘﺭﺒﻭﻴﺎ‬ ‫ﹰ‬ ‫ﻨﻔﺴﻴﺎ‬ ‫ﻭﺘﻭﺠﻴـﻪ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻁﻭﺭﺓ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﺍﻜﺴﺎﺒﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻯ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻤﻘﺭﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﺼﻔﻴﺔ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ . ‫ﺃﻭﻀﺤ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺕ‬ ‫ﺩﺭ‬ ‫ﺍﺴﺔ‬ ) ‫ﻭﺁﺨﺭﻭﻥ‬ ‫ﻴﻭﺴﻑ‬ ٢٠٠٩ ( ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﻴـﺎﻡ‬ ‫ﻗﺒـل‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻲ‬ ‫ﺃﺩﺍﺌﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻭﺘﻌﺎﻟﺞ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﻗﺩﺭﺍﺘﻪ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﻭﺍﻟﺘﺄﻫﻴل‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻻﻋﺩﺍﺩ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻗﺎﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺫﺍ‬ ‫ﻜﻭﻅﻴﻔﺔ،‬ ‫ﺒﺎﻟﺘﺩﺭﻴﺱ‬ ‫ﻟﻠﻤﻌﻠﻡ‬ . ‫ﻭﺃﺸﺎﺭﺕ‬ ‫ﺩﺭ‬ ‫ﺍﺴﺔ‬ ) ‫ﻭﺍﻟﻬﺎﺸﻤﻰ،‬ ‫ﻋﻁﻴﺔ‬ ٢٠٠٧ ( ‫ﻴﻤـﺭ‬ ‫ﺍﻟﺘﻁﺒﻴـﻕ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺃﻥ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺒﻌﺩﺓ‬ ) ‫ﺍﻟﺘﻁﺒﻴـﻕ‬ ‫ﻭﻤﺭﺤﻠـﺔ‬ ‫ﺍﻟﺘﺨﺼـﺼﻴﺔ،‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﻭﺍﻟﻤﺸﺎﻫﺩﺓ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ،‬ ‫ﻭﺍﻟﻤﺸﺎﻫﺩﺓ‬ ‫ﺍﻟﺘﻬﻴﺌﺔ،‬ ‫ﺍﻟﻜﻠﻲ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺠﺯﺌﻲ،‬ ( ‫ﺘﻘـﺩﻴﻡ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻭل‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﺘﻜﺎﻤل‬ ، ‫ﺍﻟﻔﻌﺎل‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻤﻌﻠﻡ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺩﺭ‬ ‫ﺠﻴل‬ ‫ﺍﻷﻋﺭﺍﻑ‬ ‫ﻁﻴﺏ‬ . ‫ﻜﻤﺎ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺍﺴﺔ‬ ) Dunne&Wragg,1996 ( ‫؛‬ ) ‫ﻤﺴﻌﻭﺩ،‬ ٢٠٠٦ ( ‫ﺇﻟﻰ‬ ‫ﺃﻨﻪ‬ ‫ﺒـﺩ‬ ‫ﻻ‬ ‫ﻭﺍﻟﺘـﺩﺭﻴﺏ‬ ‫ﺍﻟﺘﻁﺒﻴـﻕ‬ ‫ﻷﻥ‬ ‫ﻭﺍﻟﺘﻁﺒﻴﻕ،‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﺒﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺄﻜﻴﺩ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻟﻠﻤﺅﺴﺴﺎﺕ‬ ‫ﻤﻬ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻻﻋﺩﺩﺍﺩ‬ ‫ﺼﻼﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻠﺘﺤﻘﻕ‬ ‫ﻓﺭﺼﺔ‬ ‫ﻴﻭﻓﺭ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺎﺭﺍﺕ‬ ‫ﺍﻟﺘ‬ ‫ﻟﻠﺘﺄﻜﺩ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺩﺭﻴﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﺩ‬ ‫ﺍﻟﻔﻌﺎل‬ ‫ﻟﻠﻤﻌﻠﻡ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ . ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻟﺒﺭﺍﻤﺞ‬ ‫ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻭﻤﺴﺎﻴﺭﺓ‬ ‫ﻤﻭﺍﻜﺒﺔ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﻴﺤﺘﻡ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻷﻤﺭ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ، ‫ﺤﻴﻥ‬ ‫ﻓﻰ‬ ‫ﺁﺨﺭ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﺜـل‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻀﻌﻔﺎ‬ ‫ﺩﺭﺍﺴﺔ‬ ) Qin&Villarreal,2018 ( ، ‫ﻭﺃﺨﺭﻯ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍ‬ ‫ﻟﻰ‬ ‫ﺍﻟﻌﺩﻴـ‬ ‫ﻴﻭﺍﺠﻬـﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺩ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﻭﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻤﺎ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ،‬ ‫ﺒﺎﻟﻤﺩﺭﺴﺔ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻤﺎ‬ ‫ﺍﻟـﺩﺭﻭﺱ،‬ ‫ﻭﺘﻨﻔﻴﺫ‬ ‫ﺒﺘﺨﻁﻴﻁ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻤﺎ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﻤﺘﻬﺎﻭﻥ،‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻻﺸﺭﺍﻑ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻭﻜﺫ‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﻤﺜل‬ ‫ﻭﺍﻟﻠﻭﺍﺌﺢ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬ ‫ﺍﻻﺩﺭﺍﻴﺔ‬ ‫ﺒﺎﻟﺸﺌﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻋﺩﻡ‬ ‫ﻟﻙ‬ ‫ﻜـل‬ ‫ﻤـﻥ‬ ) ‫ﺍﻟﻘ‬ ‫ﻤﺵ،‬ ٢٠٠٨ ( ‫؛‬ ) ‫ﺍﻟﻌﻨﺯﻯ،‬ ٢٠١٥ ( ‫؛‬ ) ‫ﺍﻟﺩﻋﻴﺱ،‬ ٢٠١٨ ( ، ‫ﺃﻤﺎ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺨﺎﺭﺯ،‬ ٢٠٠٧ ( ‫ﻓﻴﻬـﺎ‬ ‫ﻓﺄﺸـﺎﺭ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﺍﻟﻤﺸﺭﻑ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻤﺩﻴﺭﺍﺕ‬ ‫ﻤﺩﻴﺭﻯ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻭﺍﺠﺔ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺒﺎﻻﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﻼ‬ ‫ﻜﺜﺭﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺤﻅﺎﺕ‬ ‫ﺒﺈﻋـﺎﺩﺓ‬ ‫ﻭﺍﻟﻤﻁﺎﻟﺒـﺔ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﻭﻗﺕ‬ ‫ﻤﻥ‬ ‫ﺘﻘﻭﻴﻤﻬﺎ‬ ‫ﻭﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺒﺎﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﻵﺨﺭ‬ ‫ﺍﻷﻫـﺩﺍﻑ‬ ‫ﻟﺘﺤﻘﻴـﻕ‬ ‫ﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺤﺘﻰ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻤﻨﺸﻭﺩﺓ‬ ) ‫ﺍﻟﻌﺒﺎﺩﻯ،‬ ٢٠٠٧ .( ‫ﻜﻠﻴ‬ ‫ﺃﻥ‬ ‫ﻭﺤﻴﺙ‬ ‫ﺔ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺍﻟﻤﻨﺯﻟ‬ ‫ﻰ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﺍﻟﻤﺴﺌﻭﻟﺔ‬ ‫ﺍﻟﻜﻠﻴﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻋـ‬ ‫ﻤﻌﻠﻤـﺎﺕ‬ ‫ﺩﺍﺩ‬ ‫ﺍﻟﻤﻨﺯﻟ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻰ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻓﻲ‬ ، ‫ﻟﺫﺍ‬ ‫ﺘﺭﻯ‬ ‫ﺍﻟﺒﺎﺤﺜ‬ ‫ﺔ‬ ‫ﺃﻨﻪ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺠﺏ‬ ‫ﺍﻟﻜﻭﺍﺩﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺃﻥ‬ ‫ﺘﻌﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﻟﻼﻗﺘﺼﺎﺩ‬ ‫ﺍﻟﻤﻨﺯﻟ‬ ‫ﻰ‬ ‫ﻟﺘﻜﻭﻥ‬ ‫ﻤﻥ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﺘـﺴﺘﻁﻴﻊ‬ ‫ﻤـﻥ‬ ‫ﻭﺍﻟﺘﻘﻨﻰ‬ ‫ﺍﻟﻤﻌﺭﻓﻰ‬ ‫ﺍﻟﺘﻁﻭﺭ‬ ‫ﻋﺼﺭ‬ ‫ﻤﻭﺍﻜﺒﺔ‬ ‫ﺨﻼﻟﻬﺎ‬ . ‫ﻤﻌ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻴﺠﺏ‬ ‫ﻭﻫﻨﺎ‬ ‫ﺍﺍﻟﻤﻨﺯﻟ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻠﻤﺎﺕ‬ ‫ﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻴـﺔ‬ ‫ﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻴﻭﺍﻜﺏ‬ ‫ﹰ‬ ‫ﺇﻋﺩﺍﺩﺍ‬ ‫ﺤـﺩﻭﺩ‬ ‫ﻭﻓـﻲ‬ ‫ﺒﻜﻔﺎﺀﺓ‬ ‫ﺍﻟﺘﺨﺭﺝ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﻭﺘﺩﺭﻴﺒﻬﺎ‬ ‫ﻭﺘﺄﻫﻴﻠﻬﺎ‬ ‫ﻭﺇﻋﺩﺍﺩﻫﺎ‬ ‫ﺇﺨﺘﻴﺎﺭﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺍﻟﺤﺩﻴﺜﺔ،‬ ‫ﻭﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﺘﺭﺒﻭﻯ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﻁﺎﻟﺒﺔ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﺃﻫﻡ‬ ‫ﻭﻤﻥ‬ ‫ﻟﺫﻟﻙ،‬ ‫ﺍﻟﻤﻌﺩﺓ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ‬ ‫ﻨﻁﺎﻕ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻬﺩﻑ‬ ‫ﻫـﺫﺍ‬ ‫ﻭﺠـﻭﻫﺭ‬ ‫ﺍﻟﺴﻠﻴﻡ،‬ ‫ﻁﺭﻴﻘﻬﺎ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻭﺠﻴﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺩﺭﺓ‬ ‫ﺘﻭﺠﻴـﻪ‬ ‫ﺘﺤـﺕ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﺔ‬ ‫ﺍﻟﻁﺎﻟﺒﺔ‬ ‫ﺘﺒﺩﺃ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻫﻭ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﻟـﺫﻟﻙ‬ ‫ﻓﻌﻠﻴـﺔ،‬ ‫ﻭﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺘﺤﻭﻴل‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﻤل‬ ‫ﻤﺘﺨﺼﺹ‬ ‫ﻤﺸﺭﻑ‬ ‫ﺒﺈﻋﺩﺍ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻷﻨﻅﻤﺔ‬ ‫ﺇﻫﺘﻤﺕ‬ ‫ﺍﻟﻤﻨﺯﻟ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﺩ‬ ‫ﻰ‬ ‫ﻤـﻊ‬ ‫ﻴﺘﻨﺎﺴـﺏ‬ ‫ﺒﻤﺎ‬ ‫ﻭﺃﺜﻨﺎﺀﻫﺎ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻗﺒل‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻴﻭﺍﺠﻪ‬ ‫ﺍﻹﻋﺩﺍﺩ‬ ‫ﻫﺫﺍ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺒﻬﺎ،‬ ‫ﺘﻘﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﻭﺘﻌﺩﺩ‬ ‫ﻋﻤﻠﻬﺎ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺃﻫﺩﺍﻓﻪ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﻓﺎﻋﻠﻴﺘﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺜﺅﺜﺭ‬ .     ‫ﻤ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﺭﺍﺤـل‬ ‫ﺃﻫـﻡ‬ ‫ﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﺒﺎﻹﻀـﺎﻓﺔ‬ ‫ﻭﻤﻌﺭﻓﻴـﺔ،‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﻤﻬﺎﺭﻴﺔ‬ ‫ﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺘﺘﻁﻠﺒﻪ‬ ‫ﻟﻤﺎ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ) ‫ﺍﻟﻜﻨﺩﺭﻱ،‬ ٢٠٠٩ ( ‫ﻋﻠﻰ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﻭﺇﺸﺭﺍﻓﻬﺎ‬ ‫ﻋﻤﻠﻬﺎ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻻﺤﻅﺕ‬ ‫ﻜﻤﺎ‬ ، ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻘﺴﻡ‬ ‫ﻜﻤﺩﺭﺱ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻨﻭﻓﻴـﺔ‬ ‫ﺠﺎﻤﻌـﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﻋﻼﺠﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻴﺠﺏ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻋﻨﺩ‬ ‫ﻭﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﺍﻟﺴﻠﺒﻴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﻼﺤﻅـﺔ‬ ‫ﺍﻟـﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺍﻷﻓﻀل،‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﺍﻹﺭﺘﻘﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺎﻫﻤﺔ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻗﺼﻭﺭﺍ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻓـﻲ‬ ‫ﻟﻬﻥ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﻟﻠﻜﻔﺎﻴﺎﺕ‬ ‫ﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻟﺘﻨﻔﻴـﺫ‬ ‫ﻭﺍﻻﻋﺩﺍﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺒﺎﻟﺨﻁﺔ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﻨﻘﺹ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻌﻤﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻭﺍﻹﺩﺍﺭﺓ‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻡ‬ . ‫ﺍﻟﺘﺎﻟﻰ‬ ‫ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﺘﺴﺎﺅل‬ : ‫ﺍﻟﻤﻨﺯﻟـﻲ‬ ‫ﺍﻻﻗﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ؟‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﺘﺴﺎﺅﻻﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻫﺫﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺠﺎﺒﺔ‬ ‫ﻴﺘﻡ‬ ‫ﻭﺴﻭﻑ‬ : ١ -‫ﺍﻟﻤ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻤﺎ‬ ‫ﻨﻭﻓﻴﺔ؟‬ ٢ -‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻰ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺍﻹﺸﺭﺍﻑ‬ ‫ﺩﻭﺭ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ؟‬ ٣ -‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺩﺭﺴﻰ‬ ‫ﺩﻭﺭﺍﻹﺸﺭﺍﻑ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ؟‬     ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﻨﻤﺜل‬ : ١ -‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻨﻭﻓﻴـﺔ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﻔﻌﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﻤﻌﻭﻗﺎﺕ‬ ‫ﻭﺍﻟﺴﻠﺒﻴﺎﺕ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺎﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ . ٢ -‫ﻭﺒﻤـﺎ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﻟﻤﺘﺨﺫﻱ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻭﺍﻓﻕ‬ . ٣ -‫ﻨﺤ‬ ‫ﹰ‬ ‫ﹸﺩﻤﺎ‬ ‫ﻗ‬ ‫ﺍﻟﺴﻌﻲ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻁﻭﻴﺭﻩ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ‬ . ٤ -‫ﻓـﻲ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﻟﻠﺘﺭﺒﻴـﺔ‬ ‫ﺃﺩﺍﺌﻬﻥ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ﻓﻲ‬ ‫ﺤﺩﻭﺜﻬﺎ‬ ‫ﺍﻟﻤﺘﻭﻗﻊ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﺘﻼﻓﻰ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ . ٥ -‫ﺇﺠﺭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺸﺠﻴﻌﻬﻡ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﺃﻤﺎﻡ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﺘﺢ‬ ‫ﺒﺒـﺭﺍﻤﺞ‬ ‫ﺘﻌﻨـﻰ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺇﻋﺩﺍﺩ‬ . ٦ -‫ﻅـﺭﻭﻑ‬ ‫ﺘﺤـﺴﻴﻥ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻭﺯﺍﺭﺓ‬ ‫ﻓﺎﺌﺩﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻘﺩﻡ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻤﻜﻥ‬ ‫ﻤﻥ‬ ‫ﻹﻨﺠﺎﺤﻪ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺇﻤﻜﺎﻨﺎﺕ‬ ‫ﻭﺘﻭﻓﻴﺭ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ . ٧ -‫ﺍ‬ ‫ﻟﻠﻤﻜﺘﺒﺔ‬ ‫ﺃﺩﺒﻴﺎﺕ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﺴﻬﻡ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺒـﺭﺍﻤﺞ‬ ‫ﺃﻫﻤﻴـﺔ‬ ‫ﺤﻭل‬ ‫ﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺘﻁﻭﻴﺭﻩ‬ ‫ﻭﻤﺘﻁﻠﺒﺎﺕ‬ .     ‫ﺇﻟﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻴﻬﺩﻑ‬ : ‫ﺍﻻﻗﺘـﺼﺎﺩ‬ ‫ﺒﻜﻠﻴـﺔ‬ ‫ﺍﻟﻤﻌﻠﻤـﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ .     ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺤﺩﻭﺩ‬ ‫ﺘﺘﻤﺜل‬ : ١ -‫ﺍﻟﺤ‬ ‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺩﻭﺩ‬ : ‫ﺍﻟﻤﻨﺯﻟـﻰ‬ ‫ﺍﻻﻗﺘـﺼﺎﺩ‬ ‫ﺸـﻌﺒﺔ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺒﺎﻟﻔﺭﻗﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ -‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ . ٢ -‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻜﻠﻴﺔ‬ -‫ﺍﻟﻤﻨﻭﻓﻴﺔ‬ ‫ﺠﺎﻤﻌﺔ‬ . ٣ -‫ﺍﻟﺯﻤﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬ : ‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻔﺼل‬ ) ٢٠٢٠ -٢٠٢١ .(     ‫ﻭﻭﺼـﻑ‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺍﻟﺒﻴﺎﻨـﺎﺕ‬ ‫ﺠﻤﻊ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻭﺼﻔﻰ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﺍﻟﻨﺘـﺎﺌﺞ‬ ‫ﺍﻟـﻰ‬ ‫ﻭﺍﻟﻭﺼـﻭل‬ ‫ﻭﺘﺤﻠﻴﻠﻬﺎﻭﺘﻔـﺴﻴﺭﻫﺎ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻓﻲ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ . ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬ : ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ : ‫ﻋﺭﻓﺘﻬﺎ‬ ) ‫ﺍﻟﻌﺒﺴﻲ،‬ ٢٠١٥ ( ‫ﺍﻟﻁﻠ‬ ‫ﺒﻘﻀﻴﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺯﻤﻨﻴﺔ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻨﻬﺎﺌﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﺒﺔ‬ ‫ﻤﻥ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﻭﻏﻴﺭ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﻭﻤﻬﻨﻴﺔ‬ ‫ﻤﻌﺭﻓﻴﺔ‬ ‫ﻭﺨﺒﺭﺍﺕ‬ ‫ﻨﺸﺎﻁﺎﺕ‬ ‫ﻟﻴﻜﺘﺴﺒﻭﺍ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ،‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻌﻠﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺨﻼل‬ . ‫ﺍﻟﻤﻨﺯﻟـﻰ‬ ‫ﺍﻻﻗﺘـﺼﺎﺩ‬ ‫ﻜﻠﻴـﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﻨﻔﻴﺫﻩ‬ ‫ﻴﺘﻡ‬ ‫ﻤﺘﻜﺎﻤل‬ ‫ﻨﻅﺎﻡ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﻌﺭﻓﻬﺎ‬ ‫ﺒ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻤﻤﺎﺭﺴـﺔ‬ ‫ﻓﻴﻪ‬ ‫ﻭﻴﺘﻡ‬ ‫ﻜﺎﻤل،‬ ‫ﺩﺭﺍﺴﻲ‬ ‫ﻓﺼل‬ ‫ﻤﺩﺍﺭ‬ ‫ﻭﻋﻠﻰ‬ ‫ﹰ،‬ ‫ﺃﺴﺒﻭﻋﻴﺎ‬ ‫ﺴﺎﻋﺎﺕ‬ ‫ﺃﺭﺒﻊ‬ ‫ﻭﺍﻗﻊ‬ ‫ﺍﻟﻤﺨـﺯﻭﻥ‬ ‫ﻴﻌﻜﺱ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻤﺭ‬ ‫ﺍﻟﻭﺍﻗﻊ،‬ ‫ﺃﺭﺽ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻤﻠﻰ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻟﻤﻬﻨﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺍﻟﻤـﺩﺭﺓ‬ ‫ﻭﺇﺩﺍﺭﺓ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ،‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ ‫ﺇﺸﺭﺍﻑ‬ ‫ﺘﺤﺕ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ،‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻤﺘﻪ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﻭﺍﻟﻤﺸﺭﻑ‬ . -‫ﺍﻟﻁ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺎﻟﺏ‬ : ‫ﻋﺭﻓﻪ‬ ) ‫ﺒﺭﺍﻭﻥ،‬ ٢٠٠٥ ( ‫ﺒﺈﻋـﺩﺍﺩ‬ ‫ﺘﻘـﻭﻡ‬ ‫ﺍﻟﺘﺭ‬ ‫ﺍﻟﺘﺭﺒﺔﻴﻰ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻋﺩﺍﺩ‬ ‫ﺘﺤﺕ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺒﺈﺸـﺭﺍﻑ‬ ‫ﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺨﺒﺭﺍﺕ‬ ‫ﻴﻜﺘﺴﺏ‬ ‫ﺘﺭﺒﻭﻱ‬ ‫ﻤﺅﻫل‬ ‫ﻋﻠﻰ‬ ‫ﺤﺎﺼل‬ ‫ﺘﺨﺭﺠﻪ‬ ‫ﻤﺘﻭﻗﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ،‬ ‫ﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ . ‫ﺍﻟـﺴ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻤﻨﺯﻟـﻰ‬ ‫ﺍﻻﻗﺘـﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﻤﻠﺘﺤﻘﺎﺕ‬ ‫ﻁﺎﻟﺒﺎﺕ‬ ‫ﺒﺄﻨﻬﻥ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﻌﺭﻑ‬ ‫ﻨﻭﺍﺕ‬ ‫ﺍﻻﻗﺘـﺼﺎﺩ‬ ‫ﻜﻠﻴـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺒﺎﺭﻴﺔ‬ ‫ﺍﻟﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻠﻴﻬﻥ‬ ‫ﺍﻨﻁﺒﻘﺕ‬ ‫ﺍﻷﺨﻴﺭﺓ،‬ ‫ﺍﻟﺤﻜﻭﻤﻴـﺔ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨـﺔ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻟﺘﺩﺭﻴﺏ‬ ‫ﻟﺘﻘﻤﻥ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﻓﻲ‬ ‫ﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﺇﺸﺭﺍﻑ‬ ‫ﺘﺤﺕ‬ ‫ﻭﺍﻟﺨﺎﺼﺔ،‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻭﻤـﺸﺭﻓﻴﻥ‬ ‫ﻭﺘﻭﺠﻴﻬﻬﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻤﺩﺍﺭ‬ ‫ﺒﺼﻔﺔ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﻟﺘﺼﺒﺤﻥ‬ ‫ﺘﺘﺨﺭﺠﻥ،‬ ‫ﺃﻥ‬ ‫ﻗﺒل‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺨﺒﺭﺍﺕ‬ ‫ﻴﻜﺘﺴﺒﻥ‬ ‫ﺤﺘﻰ‬ ‫ﺱ‬ ‫ﺭﺴﻤﻴﺔ‬ . -‫ﺍﻟﻤﺩﺭﺴﻰ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻋﺭﻓﻪ‬ ) ‫ﺒﻜﺭ،‬ ‫ﻭﺃﺒﻭ‬ ‫ﺩﻨﺩﺵ‬ ٢٠٠٢ ( ‫ﺍﻟـﺼﻔﻭﻑ‬ ‫ﺇﻟـﻰ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻌﻠﻡ‬ ‫ﻜل‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﺩﺭﻴﺏ‬ ‫ﺃﻜﺜﺭ،‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﺩﺭﺴﻬﺎ‬ ‫ﺍﻟﺘﺭ‬ . ‫ﻓـﻲ‬ ‫ﺍﻟﻤﻨﺯﻟـﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻤﺎﺩﺓ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺃﺤﺩ‬ ‫ﺒﺄﻨﻪ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﻌﺭﻓﻪ‬ ‫ﺍﻟﻤـﺸﺭﻑ‬ ‫ﻤﻊ‬ ‫ﺒﺎﻟﺘﻌﺎﻭﻥ‬ ‫ﻤﻘﻴﻡ،‬ ‫ﻜﻤﺸﺭﻑ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﺸﺭﻑ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ،‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻤﺩﺭﺴﺔ‬ ‫ﻭﻤﺩﻴﺭ‬ ‫ﺍﻻﻜﺎﺩﻴﻤﻰ‬ . -‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻋﺭﻓﻪ‬ ) ‫ﻭﺁﺨﺭﻭﻥ،‬ ‫ﺍﻟﺤﺭﺒﻲ‬ ١٤٢٣ ‫ﻫـ‬ ( ‫ﺒﺄﻨﻪ‬ " ‫ﻓﻨﻲ‬ ‫ﺨﺒﻴﺭ‬ ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﺭﺌﻴﺴﻴﺔ‬ ‫ﻭﻅﻴﻔﺘﻪ‬ ، ‫ﺍﻟﻔﻨﻴـﺔ‬ ‫ﺍﻟﺨـﺩﻤﺎﺕ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺘﻭﺍﺠﻬﻬﻡ،‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﺤل‬ ‫ﺍﻟﻤﻬﻨﻰ،‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﺍﻟﻤﻭﺠﻬﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺘﻭﺠﻴﻪ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻟﺘﺤﺴﻴﻥ‬ ." ‫ﺍﻟ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﻬﻴﺌﺔ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﺃﺤﺩ‬ ‫ﺒﺄﻨﻪ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺘﻌﺭﻓﻪ‬ ‫ﺒﺎﻻﺸـﺭﺍﻑ‬ ‫ﻴﻘـﻭﻡ‬ ‫ﺫﻱ‬ ‫ﺍﻟﺼﻔﻴﺔ‬ ‫ﺒﺯﻴﺎﺭﺘﻬﻡ‬ ‫ﻭﻴﻘﻭﻡ‬ ‫ﻭﻤﺘﺎﺒﻌﺘﻬﻡ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻤﻠﻰ‬ ‫ﺍﻟﺘﻁﺒﻴﻕ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻬﻥ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻭﻴﻀﻊ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻨﻬﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻴﻘﻭﻤﻬﻡ‬ ‫ﺜﻡ‬ . ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻹﻁﺎﺭ‬ : ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ : ‫ﺍﻟﻌﻤﻠﻴﺔ،‬ ‫ﻟﻠﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﻭﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬ ‫ﺘﻌﺩﺩﺕ‬ ‫ﺍﻟﺘـﺩﺭﻴﺏ‬ ‫ﻋﻠﻴﻬـﺎ‬ ‫ﺃﻁﻠـﻕ‬ ‫ﻤﻥ‬ ‫ﻓﻤﻨﻬﻡ‬ ‫ﻓﻴﺭﻱ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺃﺨﺭﻴﻥ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻰ‬ ) ‫ﺴﻠﻴﻤﺎﻥ،‬ ٢٠١٠ ( ‫ﻤﻨﻅﻤﺔ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻥ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺘﺘﻴﺢ‬ ‫ﻫﺎﺩﻓﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﹰ‬ ‫ﺴـﻠﻭﻜﻴﺎ‬ ‫ﹰ‬ ‫ﺘﻁﺒﻴﻘـﺎ‬ ‫ﻭﺍﻟﻔﻌﺎﻟﻴﺎﺕ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻁﻠﻭﺒ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺴﺎﻋﺩﻩ‬ ‫ﻤﻤﺎ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺘﺨﺭﺝ،‬ ‫ﺒﻌﺩ‬ ‫ﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻭﻫﻲ‬ ‫ﻤﺤﺩﻭﺩﺓ‬ ‫ﺯﻤﻨﻴﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺨﻼل‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺒﺎﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﻤﺒﺎﺸﺭ‬ ‫ﻭﺍﻻﺤﺘﻜﺎﻙ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ . ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺍﺘﻔﻕ‬ ‫ﻜﻤﺎ‬ ) ‫ﺍﻟﻌﺒﺴﻲ،‬ ٢٠١٥ ( ‫ﻭ‬ ‫؛‬ ) ‫ﺍﻟﺤﺩﺍﺩ،‬ ٢٠١٦ ( ‫ﺍﻟﺯﻤﻨﻴﺔ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﻬﺎﺌ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻘﻀﻴﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺨﺒﺭﺍﺕ‬ ‫ﻨﺸﺎﻁﺎﺕ‬ ‫ﻟﻴﻜﺘﺴﺏ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ،‬ ‫ﻓﻲ‬ ‫ﺒﺩﺭﺍﺴﺘﻪ‬ ‫ﻲ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ،‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻌﻠﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﻭﻏﻴﺭ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﻭﻤﻬﻨﻴﺔ‬ ‫ﻤﻌﺭﻓﻴﺔ‬ ‫ﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﻤﺩﺭﺒﻴﻥ‬ ‫ﺇﺸﺭﺍﻑ‬ ‫ﺘﺤﺕ‬ . ‫ﺃﻤﺎ‬ ) ‫ﺍﻟﺤﻤﺩﻯ،‬ ٢٠١٦ ( ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻟﻤﺴﺎﻋﺩ‬ ‫ﺘﺴﻌﻰ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﻋﺭﻓﻬﺎ‬ ‫ﻓﻘﺩ‬ ‫ﻤﻌﻠﻭﻤﺎ‬ ‫ﻤﻥ‬ ‫ﺩﺭﺍﺴﺘﻪ‬ ‫ﺘﻡ‬ ‫ﻤﺎ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺒﺤﻴـﺙ‬ ‫ﻋﻤﻠـﻰ،‬ ‫ﻭﺍﻗـﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﻤﻔﺎﻫﻴﻡ‬ ‫ﻋﻠﻴﻤﺔ‬ ‫ﻭﻨﻅﺭﻴﺎﺕ‬ ‫ﺕ‬ ‫ﺍﻟﻘﻴـﺎﻡ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻜﺘﺴﺏ‬ ‫ﺠﻴﺩ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ . ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺍﺘﻔﻕ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ) Mdyunnsmet,2011 ( ‫ﻭ‬ ‫؛‬ ) ‫ﺍﻟﺭﻜﻴﺒﻲ،‬ ٢٠١٦ ( ‫ﻤﺠﻤﻭﻋـﺔ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻟﻤـﺩﺍﺭﺱ‬ ‫ﻓـﻲ‬ ‫ﺒـﺎﻟﻁﻼﺏ‬ ‫ﺍﻟﻤﺒﺎﺸـﺭ‬ ‫ﺍﻻﺤﺘﻜﺎﻙ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺒﻬﺎ‬ ‫ﻭﻡ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ،‬ ‫ﻭﺍﻟﺠﻭ‬ ‫ﺍﻟﺩﺭﺱ‬ ‫ﻭﺒﻘﺎﻋﺎﺕ‬ ‫ﻴﺘﺩﺭﺒﻭﻥ‬ ‫ﻭﻜـﺴﺏ‬ ‫ﺍﻟﺩﺭﺍﺴـﻴﺔ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺨﺒـﺭﺓ‬ ‫ﻭﻴﻌﻴـﺸﻭﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺒﺎﻟﻜﻴﺎﺕ‬ ‫ﺇﻋﺩﺍﺩﻫﻡ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺘﻌﻠﻤﻭﻩ‬ ‫ﻤﺎ‬ ‫ﻴﻁﺒﻘﻭﻥ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ،‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻠﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﻭﺍﻗﻌﻴﺔ‬ . ‫ﻭﻋﺭ‬ ‫ﻓﺘﻬﺎ‬ ) ‫ﺍﻟﺩﻋﻴﺱ،‬ ٢٠١٨ ( ‫ﺍﻟﺨﺩﻤـﺔ،‬ ‫ﻗﺒـل‬ ‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻟﻔﻌﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺒﻤﻬﻨﺔ‬ ‫ﻋﻤﻠﻴﺎ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻭﺘﺩﺭﻴﺏ‬ ‫ﻭﺘﺄﻫﻴل‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻬﺩﻑ‬ ‫ﻭﺍﻟﺫﻱ‬ . ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻭﺠﻪ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﺭﻯ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﻘﻀﻴﻬﺎ‬ ‫ﺍﻻﻗﺘـﺼﺎﺩ‬ ‫ﻤـﺎﺩﺓ‬ ‫ﺘﺩﺭﻴﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻟﺘﺩﺭﻴﺏ‬ ‫ﺃﺜﻨﺎﺀﻫﺎ‬ ‫ﻴﻘﻤﻥ‬ ‫ﻤﺤﺩﺩﺓ،‬ ‫ﺒﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺴﺎﻋﺎﺕ‬ ‫ﺃﺭﺒﻊ‬ ‫ﺒﻭﺍﻗﻊ‬ ‫ﺍﻟﻔﺼل،‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺃﺴﺒﻭﻋﻴﺎ‬ ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﻫﻴﺌـﺔ‬ ‫ﻋـﻀﻭ‬ ‫ﺇﺸﺭﺍﻑ‬ ‫ﺘﺤﺕ‬ ‫ﻟﻠﻤﻬﺎﺭﺕ‬ ‫ﺇﺘﻘﺎﻨﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻭﺘﻭﺠﻪ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﻤﺎﺭﺱ‬ ‫ﺤﻴﺙ‬ ‫ﺒﺎﻟﻜﻠﻴﺔ،‬ ‫ﺘﻤﻜﻨ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺒﺎﻟﻜﻠﻴﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻨﺘﻬﺎﺀ‬ ‫ﺒﻌﺩ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻓﻌﺎل،‬ ‫ﺒﺸﻜل‬ ‫ﻋﻤﻠﻬﺎ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﻥ‬ ‫ﻬﺎ‬ . ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ : ‫ﻟﻠﻌﻤﻠﻴـﺎﺕ‬ ‫ﺫﻟـﻙ‬ ‫ﺘﺘﻌﺩﻯ‬ ‫ﺒل‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻓﻘﻁ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺇﻥ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﺍﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﻭﺍﻻﺤﺩﺍﺙ‬ ‫ﻟﻠﻤﻭﺍﻗﻑ‬ ‫ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺒﻴﺌـﺔ‬ ‫ﻓـﻲ‬ ‫ﺘﺤﺩﺙ‬ ‫ﻤﻥ‬ ‫ﻜﻼ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻜﺩﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﺨﺒﺭﺓ،‬ ‫ﺫﻭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻤﻴﺯ‬ ‫ﻭﻫﻭﻤﺎ‬ ) Ahmed,2016 ( ‫؛‬ ) Oss,2018 ( ‫ﻋﻠﻰ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﺄﺘﻰ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺇﻟﺤﺎﻕ‬ ‫ﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﺘﺩﺭﻴ‬ ‫ﺒﻤﻬﻨﺔ‬ ‫ﻟﻠﻘﻴﺎﻡ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﻭﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﹰ‬ ‫ﻤﺴﺘﻘﺒﻼ‬ ‫ﺱ‬ . ‫ﺒـﻴﻥ‬ ‫ﺍﻟﻭﺼـل‬ ‫ﺤﻠﻘﺔ‬ ‫ﻟﻜﻭﻨﻬﺎ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺘﻌﺩ‬ ‫ﻤـﺩﻯ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻭﻗﻭﻑ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻡ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻰ،‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻰ‬ ‫ﻭﺍﻟﺠﺎﻨﺏ‬ ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﻭ‬ ‫ﺒﺎﻟﻤﻴـﺩﺍﻥ‬ ‫ﻟﻠﻨﺯﻭل‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺘﻬﻴﺌﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ،‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﻤﺨﺭﺠﺎﺕ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺍﻻﻨﺨـﺭﺍﻁ‬ ‫ﺠﻭﺍﻨﺒﻬﺎ‬ ‫ﺒﻜﺎﻓﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﺒﻴﺌﺔ‬ ) . ‫ﻴﺘﻴﻡ،‬ ٢٠١٦ ( ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺃﻜﺩ‬ ‫ﻜﻤﺎ‬ ) Low& Cal,2017 ( ‫ﺍﻟﺘـﺩﺭﻴﺱ‬ ‫ﺒﺘﺠﺭﺒﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﺭﻭﺭ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻫـﺫﺍ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﺒﻤﻬﻨﺔ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻨﺤﻭ‬ ‫ﺍﺘﺠﺎﻫﺎﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﺸﺄﻨﻪ‬ ‫ﻤﻥ‬ ‫ﻓﻌﻠﻴﺔ،‬ ‫ﺒﺼﻭﺓ‬ ‫ﺒﺎﻟﻤﻬﻨﺔ‬ ‫ﺍﻟﺘﺤﺎﻗﺔ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺫﻜﺭﻫﺎ‬ ‫ﻤﺎ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻔﻕ‬ ) ‫ﻭﻋﻠ‬ ‫ﻗﺩﺍﺭ‬ ‫ﻴﻭﺓ،‬ ٢٠١٧ ( ‫ﺍﻟﻌﻤﻠﻴـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺒﺄﻥ‬ ‫ﺃﻜﺩﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻟﻬﺎ،‬ ‫ﻭﺍﻨﺘﻤﺎﺌﻪ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻋﺘﺯﺍﺯﻩ‬ ‫ﻭﺘﻨﻤﻴﻪ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺘﺠﺎﻩ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻴﺠﺎﺒﻰ‬ ‫ﺍﺘﺠﺎﻩ‬ ‫ﺒﺘﻜﻭﻴﻥ‬ ‫ﺘﻜﻤﻥ‬ ‫ﻤـﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺤﻜﻡ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺴﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺎﺕ‬ ‫ﺘﺠﺭﻴﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﻟﻠﻭﺍﻗﻊ‬ ‫ﻤﻨﺎﺴﺒﺘﻬﺎ‬ . ‫ﺍﻟﺘ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻭﺘﻌﺩ‬ ‫ﺒـﺭﺍﻤﺞ‬ ‫ﻨﺠـﺎﺡ‬ ‫ﻋﻠﻰ‬ ‫ﺤﻜﻡ‬ ‫ﺍﺼﺩﺍﺭ‬ ‫ﺨﻼﻟﻪ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻤﺅﺸﺭ‬ ‫ﺒﻤﺜﺎﺒﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺭﺒﻴﺔ‬ ‫ﻜﻜل‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺍﻻﻋﺩﺍﺩ‬ ) ‫ﻗﺯﺡ،‬ ٢٠١١ ( ‫ﻤـﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻤﻜﻥ‬ ‫ﻤﺩﻯ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺤﻴﺙ‬ ، ‫ﺒﺭﻨـﺎﻤﺞ‬ ‫ﻋﻠﻴﻬـﺎ‬ ‫ﺍﺸﺘﻤل‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻤﻥ‬ ‫ﺍﺴﺘﻔﺎﺩﺘﻪ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻤﺎﺩﺘﻪ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺇﻋﺩﺍﺩﻩ‬ ‫ﺍﻟﺘﺨﺭﺝ‬ ‫ﺒﻌﺩ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﻟﻠﻤﻨﻬﺔ‬ ‫ﺍﻻﻨﺘﻘﺎل‬ ‫ﻭﻗﺒل‬ ) ‫ﺍﻟﺭﻜﻴﺒﻲ،‬ ٢٠١٦ .( ‫ﺤـﺩﺩ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﻫﺎﻡ‬ ‫ﺩﻭﺭ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺘﻠﻌﺏ‬ ‫ﻫﺫﺍ‬ ) ‫ﺍﻟﻜﻨـﺩﺭﻯ،‬ ٢٠٠٩ ( ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﻘﺎﻁ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ : ١ -‫ﻭﺍﻹ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﻤﻌﻠﻤﻰ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻊ‬ ‫ﺍﻷﻓﻀل‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﺩﺍﺭﺓ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ . ٢ -‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﻭﺍﺸﺭﺍﻙ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺇﻟﻘﺎﺀ‬ ‫ﻤﺜل‬ ‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻻﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﺘﺴﺎﺅﻻﺘﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻷﺠﺎﺒﺔ‬ ‫ﻤﺸﻜﻼﺘﻬﻡ‬ ‫ﻭﺤل‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ،‬ ‫ﺍﻷﻨﺸﻁﺔ‬ . ٣ -‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻟﻤﻬﻨﺔ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ . ٤ -‫ﺍﻟﻤ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻴﺠﺎﺒﻰ‬ ‫ﺍﺘﺠﺎﻩ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻨﺤﻭ‬ ‫ﻌﻠﻡ‬ . ٥ -‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺯﻭل‬ ‫ﻗﺒل‬ ‫ﻭﺍﻤﻜﺎﻨﺎﺘﻪ‬ ‫ﻭﻗﺩﺭﺍﺘﻪ‬ ‫ﺒﻨﻔﺴﻪ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺜﻘﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ . ٦ -‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻟﻤﻬﻨﺔ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻤﺘﻼﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﺴﺎﻋﺩ‬ . ٧ -‫ﺨﺒﺭﺓ‬ ‫ﺫﻭﻱ‬ ‫ﻤﺸﺭﻓﻴﻥ‬ ‫ﺃﻴﺩﻱ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺇﺘﺎﺤﺔ‬ . ‫ﺍﻟﺘﺭﺒﻴ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺔ‬ : ‫ﺘﺘﻔـﻕ‬ ‫ﺃﻨﻬـﺎ‬ ‫ﺇﻻ‬ ‫ﻵﺨﺭﻯ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻤﺅﺴﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺘﺨﺘﻠﻑ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺃﻥ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺭﻏﻡ‬ ‫ﻋﻠﻴﻬـﺎ،‬ ‫ﺍﻟﻤﺘﻔـﻕ‬ ‫ﺍﻷﻤﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻭﺘﻌﺩ‬ ‫ﻭﺍﻟﻤﻀﻤﻭﻥ،‬ ‫ﺒﺎﻷﺴﺎﺴﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻗﺴﻤﺘﻬﺎ‬ ‫ﻭﻟﻘﺩ‬ ) ‫ﻭﻋﻴﺩﺍﻥ،‬ ‫ﺍﻟﺯﻭﻴﻨﻰ‬ ٢٠١٧ ( ‫ﻤ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻜﺴﺏ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺍﻟﻰ‬ ‫ﻬـﺎﺭﺍﺕ‬ ‫ﻭﺃﺨـﺭﻯ‬ ‫ﺍﻟﻤﻌﻠـﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺒﺸﺨﺼﻴﺔ‬ ‫ﻤﺘﻌﻠﻘﺔ‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺒﺎﻻﻨﺸﻁﺔ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﻘﺎﻁ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺇﻴﺠﺎﺯ‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﺒﻤﻬﻨﺔ‬ ‫ﻤﺭﺘﺒﻁﺔ‬ : ١ -‫ﻭﺍﻟﻌﻤ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﺎﺩﺘﻪ‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻨﻪ‬ ‫ﻭﻤﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﻭﻗﺩﺭﺍﺘﻪ‬ ‫ﻟﻤﻬﺎﺭﺍﺘﻪ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ل‬ ‫ﻤﻤﻜﻨﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺃﻗﺼﻰ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻋﻠﻰ‬ ) ‫ﻭﺍﻟﺘﻤﺎﺭ،‬ ‫ﺍﻟﺠﺴﺎﺭ‬ ٢٠٠٤ .( ٢ -‫ﻨﺤﻭ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺍﻜﺴﺎﺒﻪ‬ ‫ﺍﻟﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﺍﻟﺼﺩﻕ‬ ‫ﻭﺍﻹﺨﻼﺹ‬ ‫ﻭﺍﻟﺼﺒﺭ‬ ‫ﺍﻟﺘﺤﻤل‬ ‫ﻤﺜل‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ) ‫ﻓ‬ ‫ﺴﻠﻴﻤﺎﻥ،‬ ‫ﺭﺝ،‬ ٢٠١٠ .( ٣ -‫ﻤﻌﻬﺎ‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻨﻅﺎﻡ‬ ‫ﻤﻜﻭﻨﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ) ‫ﺍﻟﺩﻴﺤﺎﻨﻰ،‬ ٢٠١٦ .( ٤ -‫ﺒﻬﺎ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻜﻭﻴﻥ‬ ) ‫ﺍﻟﺤﺩﺍﺩ،‬ ٢٠١٦ .( ٥ -‫ﻭﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﻭﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﺴﺎﺒﻕ‬ ‫ﺒﺸﻜل‬ ‫ﻟﻪ‬ ‫ﺘﻭﻀﻴﺤﻬﺎ‬ ) Molefe &Hobden,2016 .( ٦ -‫ﺍ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﺍﺘﺎﺤﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﻴﺩﺍﻨﻰ‬ ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺒﻴﻥ‬ ‫ﻟﺭﺒﻁ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﺃﺭﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺴﻪ‬ ‫ﻤﺎ‬ ‫ﻭﺘﻨﻔﻴﺫ‬ ) ‫ﻗﺩﺍﺭ‬ ‫ﻭﻋﻠﻴﻭﺓ،‬ ٢٠١٧ .( ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺭﺍﺤل‬ : ‫ﻤﺭﺤﻠﺘﻴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﻨﻘﺴﻡ‬ : ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﺍﻟﻤﺸﺎﻫﺩﺓ‬ ‫ﻤﺭﺤﻠﺔ‬ : ‫ﺍﻟﺘﺭﺒ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺠﺯﺀﺍ‬ ‫ﻭﺘﻌﺩ‬ ‫ﻤﺸﺎﻫﺩﺓ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻥ‬ ‫ﻓﻴﻬﺎ‬ ‫‪‬ﻁﻠﺏ‬ ‫ﻴ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ،‬ ‫ﻴﺔ‬ ‫ﺒﻬﺩﻑ‬ ‫ﻁﺒﻴﻌﺘﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺼﻔﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ : ١ -‫ﺍﻟﺠﻭ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﻜﻴﻑ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ،‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻭﻓﺭﺓ‬ ‫ﻭﺍﻹﻤﻜﺎﻨﺎﺕ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﺩﺭﺴﻲ‬ . ٢ -‫ﺘﻌﻠﻤﻪ‬ ‫ﻤﺎ‬ ‫ﻭﺭﺒﻁ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ،‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﺼﺭﻑ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺇﺘﺎﺤﺔ‬ ‫ﹰ‬ ‫ﻨﻅﺭﻴﺎ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﻴﺸﺎﻫﺩﻩ‬ ‫ﺒﻤﺎ‬ . ٣ -‫ﺍﻟﺼﺩﻕ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﻭﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻟﺫﺍﺘﻲ،‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﺍﻜﺴﺎﺒﻪ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ‬ ‫ﻭﺍﻟﺼﺒﺭﻭﺍﺘﺨﺎﺫ‬ ) . ‫ﺩﻨﺩﺵ،‬ ٢٠٠٢ ( ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﻔﻌﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻤﺭﺤﻠﺔ‬ : ‫ﺃﻜﺜﺭ‬ ‫ﻭﺃﺼﺒﺢ‬ ‫ﹰ‬ ‫ﻭﻤﻬﻨﻴﺎ‬ ‫ﹰ‬ ‫ﻋﻘﻠﻴﺎ‬ ‫ﺘﻬﻴﺄ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﻓﻴﻬﺎ‬ ‫ﺍﻟﺘ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻋﻨﺎﺼﺭ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﺘﺭﻜﻴﺯﺍ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﺸﻤل‬ ‫ﺍﻟﻤﺸﺎﻫﺩﺓ،‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺸﺎﺭﻜﺘﻪ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻌﻠﻴﻤﻰ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ،‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺒﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻟﻭﺍﻗﻌﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﺒﺩﺍﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺁﺨﺭ‬ ‫ﺃﻤﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻭﺇﻋﺩﺍﺩ‬ ‫ﺍﻟﻭﺍﺠﺒﺎﺕ‬ ‫ﻭﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﻤﺴﺅﻭﻻ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻤﻬﺎﻡ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺘﻨﻔﻴﺫ‬ ‫ﻋﻥ‬ ) . ‫ﺤﻠﺱ،‬ ٢٠١١ ( ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﻴﻥ‬ ‫ﺃﺩﻭﺍﺭ‬ : ‫ﻤﺎ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻟﻠﻤﺸﺎﺭﻜﻴﻥ‬ ‫ﻤﺴﺌﻭﻟﻴﺎﺕ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺍﻟﻤﺭﺠﻭﺓ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻟﻜﻲ‬ ‫ﻴﻠﻲ‬ : ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺃﺩﻭﺍﺭ‬ : ١ -‫ﺒﺘﺩﺭﻴﺴﻬﺎ‬ ‫ﺴﻴﻘﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﻤﻨﺎﻫﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻁﻼﻉ‬ . ٢ -‫ﺇﻤﻜﺎﻨ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﺤﺼﺹ‬ ‫ﻭﺒﺠﺩﻭل‬ ‫ﺒﺎﻟﺤﻀﻭﺭ‬ ‫ﻭﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﺍﻟﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻴﺎﺕ‬ . ٣ -‫ﻓﻲ‬ ‫ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ،‬ ‫ﺩﺍﺨل‬ ‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﻭﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻟﻼﺌﻕ‬ ‫ﺒﺎﻟﻤﻅﻬﺭ‬ ‫ﺍﻻﻟﺘﺯﺍﻡ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺠﻤﻊ‬ . ٤ -‫ﹰ‬ ‫ﺴﻠﻔﺎ‬ ‫ﺒﻐﻴﺎﺒﻪ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺸﺭﻑ‬ ‫ﺇﺨﻁﺎﺭ‬ . ٥ -‫ﺒ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻟﻠﺩﺭﺱ‬ ‫ﺍﻟﺠﻴﺩ‬ ‫ﻭﺍﻟﺘﺤﻀﻴﺭ‬ ‫ﺍﻻﻋﺩﺍﺩ‬ ‫ﻟﻠﻤﺘﻌﻠﻤﻴﻥ‬ ‫ﺘﺩﺭﻴﺴﻪ‬ . ٦ -‫ﺭﺤﺏ‬ ‫ﺒﺼﺩﺭ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺍﻟﻤﻭﺠﻪ‬ ‫ﺍﻟﻨﻘﺩ‬ ‫ﺘﻘﺒل‬ ) . ‫ﺍﻟﻜﻨﺩﺭﻯ،‬ ٢٠٠٩ ( ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺃﺩﻭﺍﺭﺍﻟﻤﺸﺭﻑ‬ : ١ . ‫ﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﻭﺘﻭﻀﻴﺢ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ،‬ ‫ﻟﻠﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻬﻴﺌﺔ‬ . ٢ . ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﻟﻤﻨﺎﻗﺸﺔ‬ ‫ﻟﻘﺎﺅﺍﺕ‬ ‫ﻋﻘﺩ‬ ‫ﺜﻡ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﺸﺎﻫﺩﺓ‬ ‫ﺤﺼﺹ‬ ‫ﺤﻀﻭﺭ‬ ‫ﺍﻟﺘﺭﺒﻭﻯ‬ . ٣ . ‫ﺤﻀﻭﺭﻩ‬ ‫ﺘﻌﺫﺭ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻴﺨﻁﺭ‬ . ٤ . ‫ﺘ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﻤﺩﻴﺭ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺃﺩﻭﺍﺭ‬ ‫ﻭﻀﻴﺢ‬ . ٥ . ‫ﺍﻻﻻﺯﻤﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺘﻘﺩﻴﻡ‬ . ٦ . ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﺭﺍﺠﻌﺔ‬ ‫ﻭﺍﻟﺘﻐﺫﻴﺔ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺎﺕ‬ ‫ﺘﻘﺩﻴﻡ‬ . ٧ . ‫ﺍ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻤﻘﺭﺭ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺒﺎﻟﻨﺘﻴﺠﺔ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﻋﻤل‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﺸﺭﻑ‬ ‫ﻟﺫﻱ‬ . ٨ . ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺨﻼل‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺸﺭﻑ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻟﻠﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺴﻴﺭ‬ ‫ﻋﻥ‬ ‫ﺘﻘﺭﻴﺭ‬ ‫ﺘﻘﺩﻴﻡ‬ . ) ‫ﻴﻭﻨﺱ،‬ ٢٠٠٨ ( ‫ﹰ‬ ‫ﺜﺎﻟﺜﺎ‬ : ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ : ١ -‫ﺒﺎﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﺍﻻﺩﺍﺭﻴﻴﻥ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻘﺩﻴﻡ‬ . ٢ -‫ﻭﺍﻟﺘﺤﻀﻴﺭ‬ ‫ﺍﻻﻋﺩﺍﺩ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻭﺠﻴﺔ‬ ‫ﻟﻠﺩﺭﻭﺱ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻭﻁﺭﻕ‬ . ٣ -‫ﻟﻠﺘﺩﺭﻴﺱ‬ ‫ﹰ‬ ‫ﻤﺤﺒﺎ‬ ‫ﻟﻴﺼﺒﺢ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﺸﺠﻴﻊ‬ . ٤ -‫ﺍﻟﻔﺼل‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻁﻭﻴﺭ‬ . ٥ -‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﻤﻼﺤﻅﺘﻪ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻘﺩﻴﻡ‬ . ٦ -‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﻘﺩﻡ‬ ‫ﻤﺩﻱ‬ ‫ﺘﻘﻭﻴﻡ‬ ) . ‫ﺍﻟﻘﺠﻁﺎﻨﻰ،‬ ١٩٩٤ ( ٧ -‫ﺍﻟﺩﺭﺍﺴﻴ‬ ‫ﺒﺎﻟﻜﺘﺏ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﺯﻭﻴﺩ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻻﻁﻼﻉ‬ ‫ﺍﻟﻤﻘﺭﺭﺓ،‬ ‫ﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻭﻓﺭﺓ‬ . ٨ -‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻭﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﻁﻴﺊ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ . ٩ -‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺴﺠﻼﺕ‬ ‫ﺤﻔﻅ‬ ‫ﻜﻴﻔﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺘﺩﺭﻴﺏ‬ . ١٠ -‫ﻭﻤﺎﻗﺸﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﺨﻁﻁ‬ ‫ﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﺃﺴﺒﻭﻉ‬ ‫ﻜل‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻘﺎﺀ‬ ‫ﻋﻘﺩ‬ ‫ﺍﻟﻤﺸ‬ ‫ﺘﻅﻬﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻜﻼﺕ‬ ) . ‫ﻭﺍﻟﻔﺎﺘﺢ،‬ ‫ﺍﻟﻌﻴﻭﻨﻰ‬ ٢٠٠٣ ( ‫ﹰ‬ ‫ﺭﺍﺒﻌﺎ‬ : ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺩﻴﺭ‬ ‫ﺃﺩﻭﺍﺭ‬ : ١ . ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻤﻬﻤﺔ‬ ‫ﺘﺴﻬﻴل‬ . ٢ . ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻌﺘﺭﺽ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺤﺩﻭﺙ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻭﺼل‬ . ٣ . ‫ﺒﺎﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺒﺎﻟﻬﻴﺌﺔ‬ ‫ﻭﺘﻌﺭﻴﻔﻌﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﺴﺘﻘﺒﺎل‬ . ٤ . ‫ﺍﻟﻤﻌ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﺍﺘﺎﺤﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﻴﺔ‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻠﻤﻴﻥ‬ . ٥ . ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺤﻀﻴﺭ‬ ‫ﺴﺠﻼﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻁﻼﻉ‬ . ٦ . ‫ﻵﺨﺭﻯ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺤﺼﺼﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ ) . ‫ﺍﻟﻌﺒﺴﻲ،‬ ٢٠١٥ ( ‫ﹰ‬ ‫ﺨﺎﻤﺴﺎ‬ : ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺃﺩﻭﺍﺭ‬ / ‫ﺍﻟﺠﺎﻤﻌﺔ‬ : ١ -‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﻭﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺒﻴﺎﻨﺎﺕ‬ ‫ﺠﻤﻊ‬ . ٢ -‫ﻟﻠﻁ‬ ‫ﺍﻻﺸﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺎﺕ‬ ‫ﻭﺘﻨﻅﻴﻡ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻭﺃﺜﻨﺎﺀ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻠﺒﺔ‬ . ٣ -‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﻴﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﺩﺭﺍﺀ‬ ‫ﻤﻊ‬ ‫ﻟﻘﺎﺀﺍﺕ‬ ‫ﻋﻘﺩ‬ . ٤ -‫ﻭﻤﺴﺌﻭﻟﻴﺎﺘﻬﻡ‬ ‫ﺒﻭﺍﺠﺒﺎﺘﻬﻡ‬ ‫ﻭﺘﺒﺼﻴﺭﻫﻡ‬ ‫ﺍﻟﺠﺩﺩ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﺘﻭﺠﻴﻪ‬ . ٥ -‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﺃﻁﺭﺍﻑ‬ ‫ﻤﻥ‬ ‫ﻁﺭﻑ‬ ‫ﺃﻱ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻭﺍﺠﻪ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ . ٦ -‫ﺍ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺼل‬ ‫ﺤﺒﻘﺔ‬ ‫ﻟﻴﻜﻭﻨﻭﺍ‬ ‫ﻤﻨﺴﻘﻴﻥ‬ ‫ﺘﻌﻴﻴﻥ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﺍﻷﻁﺭﺍﻑ‬ ‫ﻭﺒﻘﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﻁﻠﺒﺔ‬ . ٧ -‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺩﺭﺠﺎﺘﻬﻡ‬ ‫ﻭﺭﺼﺩ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺸﺭﺍﻑ‬ . ٨ -‫ﺍﻟﺒﺭﻨﺎﻤﺞ،‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﻤﺴﺘﻤﺭ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ‬ ٩ -‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫ﻭﺘﺤﺴﻴﻨﻪ‬ ‫ﺍﻻﺸﺭﺍﻓﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻭﻗﻭﻑ‬ ‫ﺘﻘﺎﺭﻴﺭﻫﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻤﺘﺎﺒﻌﺔ‬ . ) ‫ﻏﺎﻨﻡ،‬ ٢٠٠٨ ( ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ : ‫ﻭﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺒﺎﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻋﺩﺩﺍ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﻌﺭﺽ‬ ‫ﻴﻠﻲ‬ ‫ﻜﻤﺎ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﺯﻤﻨﻰ‬ ‫ﺍﻟﺘﺴﻠﺴل‬ ‫ﺭﺍﻋﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﻌﻠﻡ،‬ : ١ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﻭﺁﺨﺭﻭﻥ،‬ ‫ﺸﻨﺩﻯ‬ ‫ﺃﺒﻭ‬ ٢٠٠٩ ( ‫ﺍﻟﺨﺎ‬ ‫ﺍﻟﺯﻗﺎﺀ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻘﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻤﺘﻤﺜﻼ‬ ‫ﺼﺔ،‬ ‫ﻭﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻭﻤﺩﻴﺭ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﺘﺭﺒﻭﻯ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺠﻨﺱ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺃﺜﺭ‬ ‫ﺘﻘﺼﻰ‬ ‫ﻋﻠﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ،‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻟﻤﺠﺎﻻﺕ‬ ‫ﻭﺘﻘﻭﻴﻤﻪ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﺘﺭﺍﻜﻤﻰ‬ ‫ﻭﺍﻟﻤﻌﺩل‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻭﻤﻨﻁﻘﺔ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،‬ ‫ﺘﺭﺒﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ) ٩٦ ( ‫ﺍﻟﺩﺭﺍﺴﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻁﺎﻟﺏ‬ ) ٢٠٠٨ -٢٠٠٩ ( ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ، ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ) ٥٩ ( ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻓﻘﺭﺓ‬ ‫ﺍﻟﺘﺎﻟﻰ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻟﻤﺠﺎﻻﺕ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻘﻭﻴﻡ‬ : -‫ﻤﺠﺎل‬ ‫ﺍﺤﺘل‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺸﺭﻑ‬ ‫ﺘﻘﻭﻴﻡ‬ ) ‫ﺍﻟﺘﺭﺒﻭﻯ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ( ‫ﻓﺎﻟﻤﻌﻠﻡ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﻤﺭﺘﺒﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺩﻴﺭ‬ ‫ﹰ‬ ‫ﻭﺃﺨﻴﺭﺍ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﻓﺎﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﺜﻡ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ . -‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺍ‬ ‫ﻟﺠﻨﺱ‬ ‫ﺘﻌﺯﻯ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻟﻤﻨﻁﻘﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﻤﺎ‬ ‫ﻜﻜل،‬ ‫ﺍﻟﺘﺭﺍﻜﻤﻰ‬ ‫ﻭﺍﻟﻤﻌﺩل‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﻁﺎﻟﺏ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺩﻴﺭ‬ ‫ﻟﻤﺠﺎل‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺒﺎﻗﻰ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﻟﻬﺎ‬ ‫ﻴﻜﻥ‬ ‫ﻭﻟﻡ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ،‬ . ٢ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﺯﻭﻴﻥ،‬ ٢٠١٠ ( ‫ﺍ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﻟﻐﺔ‬ ‫ﻟﺘﺨﺼﻴﺹ‬ ‫ﻟﻌﻠﻤﻴﺔ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻌﺭﺍﻕ،‬ ‫ﻓﻰ‬ ‫ﺒﺎﺒل‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ) ٤٦ ( ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻁﺎﻟﺏ‬ ) ٢٠٠٧ -٢٠٠٨ ( ‫ﺍﻟﻭﺼـﻔﻰ،‬ ‫ﺍﻟﻤـﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺍﺴﺘﺨﺩﻤﺕ‬ ، ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ) ٢٢٠ ( ‫ﻭﺘ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻭﺘﻭﺼـﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻡ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺃﻥ‬ ‫ﻜﺎﻓﻴﺔ‬ ‫ﻟﻠﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﺍﻟﻤﻘﺭﺭﺓ‬ ‫ﺍﻟﺯﻤﻨﻴﺔ‬ ‫ﺍﻟﻤﺩﺓ‬ ‫ﺃﻥ‬ ‫ﻟﻬﻡ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﺩﺭﻭﺱ‬ ‫ﻤﻥ‬ ‫ﺍﺴﺘﻔﺎﺩﻭﺍ‬ ‫ﻗﺩ‬ . ٣ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﻔﻘﻌﺎﻭﻯ،‬ ٢٠١١ ( ‫ﺍﻟﺘﺭ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﻭﺍﻓﺭ‬ ‫ﻤﺩﻯ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﺘﻌﻠـﻴﻡ‬ ‫ﻤﻌﻠـﻡ‬ ‫ﻹﻋﺩﺍﺩ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺒﻴﺔ‬ ‫ﺍﻹﺠﺎﺒـﺔ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻌﻤﻠﻰ‬ ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻻﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﻏﺯﺓ‬ ‫ﻗﻁﺎﻉ‬ ‫ﺠﺎﻤﻌﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻴﺎﺕ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﻭﻓﺭﻀﻴﺎﺕ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻋﻥ‬ ) ٢٧٩ ( ‫ﺍﻟﻌـﺎﻡ‬ ‫ﻓـﻲ‬ ‫ﻭﻁﺎﻟﺒـﺔ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﻰ‬ ) ٢٠١٠ -٢٠١١ ( ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠـﺕ‬ ‫ﺍﻟﻭﺼـﻔﻰ،‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ، ‫ﻓـﻲ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺃﻫـﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺍﻟﻌﻤﻠﻴﺔ،‬ ‫ﺍﻟﻨﻅﺭﺓ‬ ‫ﺍﻟﻨﺎﺤﻴﺘﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻟﺘﻘﻭﻴﻡ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ : -‫ﻹﻋﺩﺍﺩ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﺘﻘﻭﻴﻤﻰ‬ ‫ﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﻏﺯﺓ‬ ‫ﻗﻁﺎﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﺍﻷﺴﺎﺴﻴﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻌﻠﻡ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺠﻤﻴﻌﻬﺎ‬ . -‫ﺠﺎﻤﻌﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻨﻭﻉ‬ ‫ﻟﻤﺘﻐﻴﺭ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻷﺯﻫﺭ‬ . -‫ﻭﺍﻟﺭﺍﺒﻊ،‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻭﻓﻰ‬ ‫ﻟﻼﺴﺘﺒﺎﻨﺔ،‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺘﺨﺼﺹ‬ ‫ﺘﻌﺯﻯ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺍﻟﻤﺠ‬ ‫ﻓﻲ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻷﺩﺒﻲ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﺜﺎﻨﻰ،‬ ‫ﺍﻷﻭل‬ ‫ﺎل‬ . ٤ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﺭﻤﺤﻰ،‬ ٢٠١٣ ( ‫ﻓـﻲ‬ ‫ﺍﻟﻤﻌﻠﻤـﻴﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻀﻤﺎﻥ‬ ‫ﻭﻜﺎﻟﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺭﻜﺯﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺒﻴﺭﺯﻴﺕ،‬ ‫ﺠﺎﻤﻌﺔ‬ ) ٥٠ ( ‫ﺍﻟﻭﺼﻔﻰ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ‫ﻭﻁﺎﻟﺒﺔ،‬ ‫ﻁﺎﻟﺏ‬ ‫ﻤﻜﻭ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﻤﺴﺤﻰ،‬ ‫ﻤﻥ‬ ‫ﻨﺔ‬ ) ٩٠ ( ‫ﻭﺼﺩﻗﻬﺎ،‬ ‫ﺜﺒﺎﺘﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﺘﻡ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻭﻜﺎﻟـﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺒﻴﺭﺯﻴﺕ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﹰ‬ ‫ﻤﺘﻭﺴﻁﺎ‬ ‫ﺠﺎﺀ‬ ‫ﺍﻟﺒﺭﻴﻁﺎﻨﻴﺔ‬ ‫ﺍﻟﺠﻭﺩﺓ‬ ‫ﻀﻤﺎﻥ‬ . ٥ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﻭﺍﻟﻌﺒﺎﺩﻯ،‬ ‫ﺍﻟﻐﻴﺸﺎﻭﻯ‬ ٢٠١٣ ( ‫ﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻷﺭﺩﻨﻴﺔ‬ ‫ﺍﻟﺯﻴﺘﻭﻨﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﺎﺕ،‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ) ١٤٧ ( ‫ﺍﻟﻌـﺎﻡ‬ ‫ﻓـﻲ‬ ‫ﻭﻁﺎﻟﺒـﺔ‬ ‫ﻁﺎﻟـﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ) ٢٠٠٩ -٢٠١٠ ( ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ، ) ٤٠ ( ‫ﻤـﻥ‬ ‫ﺍﻟﺘﺤﻘـﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻓﻘﺭﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ : -‫ﺍ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻗﻴﺎﻡ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﻨﻪ‬ ‫ﻟﻤﻁﻠﻭﺒﺔ‬ . -‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﻟﺘﻠﻙ‬ ‫ﻤﻤﺎﺭﺴﺘﻬﻡ‬ ‫ﺠﺎﺀﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻨﻬﻡ،‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﺍﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻤﺩﻴﺭﻯ‬ ‫ﺘﻘﺼﻴﺭ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ . -‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻤﻨﻬﻡ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻗﻴﺎﻡ‬ . -‫ﺍﻟﺯﻴﺘﻭﻨ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻁﺒﻕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻠﺒﻴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻅﻬﻭﺭ‬ ‫ﺍﻷﺭﺩﻨﻴﺔ‬ ‫ﻴﺔ‬ ‫ﺍﺯﺍﺀﻩ‬ ‫ﺍﻟﻤﺘﺨﺫﺓ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ . ٦ -‫ﺩﺭﺍﺴﺔ‬ ) Scott,et.al,2014 ( ‫ﻓـﻲ‬ ‫ﺍﻟﻤﻴـﺩﺍﻨﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺃﺭﺍﺀ‬ ‫ﺍﺴﺘﻘﺼﺎﺀ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ،‬ ‫ﺍﻟﻤﺘﺤﺩﺓ‬ ‫ﺍﻟﻭﻻﻴﺎﺕ‬ ) ١٠ ( ‫ﻟﻤﺩﺓ‬ ‫ﺘﺩﺭﻴﺒﻲ‬ ‫ﺒﺒﺭﻨﺎﻤﺞ‬ ‫ﻤﻠﺘﺤﻘﻴﻥ‬ ‫ﻁﻼﺏ‬ ١٦ ‫ﻤﻘﻴـﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﹰ،‬ ‫ﺃﺴﺒﻭﻋﻴﺎ‬ Clinical evaluation continuum ‫ﻭﺍﻟـﺫﻱ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﺨﻤﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺸﺘﻤل‬ ) ‫ﺍﻟﻁـﻼﺏ،‬ ‫ﺘﻌﻠﻡ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻟﻠﺘﺩﺭﻴﺱ،‬ ‫ﺍﻟﺘﺨﻁﻴﻁ‬ ‫ﻭﺁﻤﺔ،‬ ‫ﺇﻴﺠﺎﺒﻴﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺨﻠﻕ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﺘﻁﻭﻴﺭ‬ ( ‫ﺍﻟﺘـﺩﺭﻴﺏ‬ ‫ﺃﻫﻤﻴـﺔ‬ ‫ﻭﺘﺄﻜﻴـﺩ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ،‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﺤﺴﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ، ‫ﺍﻟﻌﻤﻠﻰ‬ . ٧ -‫ﺩﺭﺍ‬ ‫ﺴﺔ‬ ) Merc,2015 ( ‫ﻓﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻲ‬ ‫ﺃﺩﺍﺌﻬﻡ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺭﻀﺎ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻟﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ،‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺠﺎل‬ ) ١١٧ ( ‫ﻓـﻲ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠـﺕ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒـﺎ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ : -‫ﻏﺎﻟﺒﻴ‬ ‫ﺍﻟﻌﻤﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺠﺎﺘﻬﻡ‬ ‫ﻋﻥ‬ ‫ﺭﺍﻀﻭﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺔ‬ . -‫ﻭﺍﻻﻋـﺩﺍﺩ‬ ‫ﺍﻟﺘﺨﻁـﻴﻁ‬ ‫ﻤﺜـل‬ ‫ﺃﺩﺍﺌﻬـﻡ‬ ‫ﻟﺘﻘﻴﻴﻡ‬ ‫ﻓﻌﺎﻟﺔ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺃﻥ‬ ‫ﻴﺭﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﻴﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﻴﻥ‬ ‫ﺍﻟﻤﺸﺭﻓﻴﻥ‬ ‫ﻗﺒل‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻭﺍﻟﺘﻨﻅﻴﻡ‬ . ٨ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﺯﻴﺩﻯ،‬ ٢٠١٦ ( ‫ﺒﺭ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺒﺎﺒل‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻨﺎﻤﺞ‬ ‫ﺍﻟﻼﺠﺎﺒﺔ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺠﻨﺱ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺘﻘﺼﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ،‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ،‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻥ‬ ) ٦٦ ( ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ‫ﻭﻁﺎﻟﺒﺔ،‬ ‫ﻁﺎﻟﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﻭﺼﻔﻰ،‬ ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ ) ٥٩ ( ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﺘﻡ‬ ‫ﻓﻘﺭﺓ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ : -‫ﻤﻨﻬﻡ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﻭﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺸﺭﻑ‬ ‫ﻗﻴﺎﻡ‬ . -‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻤﺩﻴﺭ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺘﻘﺼﻴﺭ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻌﻠ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻴﺔ‬ . ٩ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﺩﻴﺤﺎﻨﻰ،‬ ٢٠١٦ ( ‫ﺘﺭﺒﻴﺔ‬ ‫ﺘﺨﺼﺹ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻜﻭﻴﺕ،‬ ‫ﺒﺩﻭﻟﺔ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ) ٥٢ ( ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻰ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻁﺎﻟﺏ‬ ) ٢٠١٣ -٢٠١٤ ( ‫ﺃﺩﻭ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ، ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ) ١٥٩ ( ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻓﻘﺭﺓ،‬ ‫ﺍﻷﺘﻴﺔ‬ : -‫ﺒﺩﻭﻟـﺔ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺘﺨﺼﺹ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻟﻭﺍﻗﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﹰ‬ ‫ﻤﺭﺘﻔﻌﺎ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﻜﻭﻴﺕ‬ . -‫ﻤﺭﺘﻔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻤﺠﺎل‬ ‫ﺤﺼل‬ ‫ﺍﻟﻤـﺸﺭﻑ‬ ‫ﻤﺠـﺎل‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻜـﺎﻥ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﻊ،‬ ‫ﻜـﺎﻥ‬ ‫ﺍﻟﺘﺩﺭﻴـﺴﻴﺔ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻜﻠﻴﺔ،‬ ‫ﺩﻭﺭ‬ ‫ﻤﺠﺎل‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻰ‬ ‫ﹰ‬ ‫ﻤﺘﻭﺴﻁﺎ‬ . ١٠ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺇﺴﻤﺎﻋﻴل،‬ ٢٠١٦ ( ‫ﺍﻟﻁﻼﺏ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻨﻅﺎﻡ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﺩﺭ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺼﻑ،‬ ‫ﻭﻤﻌﻠﻤﻰ‬ ‫ﺍﻟﻤﻠﻌﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﺴﺔ‬ ) ٢٠٠ ( ‫ﻭﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺒﺎﻟﻔﺭﻗﺔ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﺯﻗﺎﺯﻴﻕ،‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﻴﺔ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻭﺃﺒﻌﺎﺩﻩ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﻭﺍﻟﻔﺭﻗﺔ‬ ‫ﺍﻟﺠﻨﺱ،‬ ‫ﺇﻟﻰ‬ ‫ﺘﺭﺠﻊ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﺭﺒﻌﺔ‬ . ١١ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﻭﺍﻟﻁﻴﺏ،‬ ‫ﺍﻟﻌﻨﺯﻯ‬ ٢٠١٧ ( ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺩﺒﻠﻭﻡ‬ ‫ﺒﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻟﻁﻼﺏ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻘﺭﺭ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻜﻭﻨﺕ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ،‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ) ٣٠ ( ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ) ٢٠١٦ -٢٠١٧ ( ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ، ) ٢٤ ( ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﺘﻡ‬ ‫ﻋﺒﺎﺭﺓ،‬ -‫ﻓـﻲ‬ ‫ﺍﻟﺒﺭﻨـﺎﻤﺞ‬ ‫ﻤـﺴﺎﻫﻤﺔ‬ ‫ﻤﺩﻯ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﺎﻭﻨﻴﻥ‬ ‫ﻭﺍﻷﺴﺎﺘﺫﺓ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻓﺭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﻨﻔﺴﻬﻡ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻜﺴﺎﺏ‬ . -‫ﻟـﺩﻯ‬ ‫ﺍﻟﺘﺩﺭﻴـﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺒﺩﻨﻴ‬ ‫ﺍﻟﻨﺸﺎﻁﺎﺕ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ ‫ﻋﻠﻭﻡ‬ ‫ﻤﻌﺎﻫﺩ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻭﺍﻷﺴﺎﺘﺫﺓ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺔ‬ ١٩ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﺠﺎﺒﺭ،‬ ٢٠٢١ ( ‫ﺏ‬ -‫ﺍﻟﺜﺒﺎﺕ‬ : ‫ﻤﻌﺎﻤل‬ ‫ﺒﺈﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻟﻺﺴﺘﺒﻴﺎﻥ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺤﺴﺎﺏ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﺃﻟﻔﺎ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ،‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻜﻤﺎ‬ ‫ﻫﻰ‬ ‫ﻤﻭﻀﺤﻪ‬ ‫ﺒﺎﻟﺠﺩﻭل‬ ‫ﺍﻟﺘﺎﻟﻰ‬ . ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺴﻌﻭﺩ‬ ‫ﺒﻥ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺍﻹﻤﺎﻡ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﻁﻠﺒ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺩﻴﻥ،‬ ‫ﺃﺼﻭل‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺔ‬ ) ٩٠ ( ‫ﹰ‬ ‫ﻤﻌﻠﻤﺎ‬ ‫ﹰ‬ ‫ﻜﺎﻟﺒﺎ‬ ‫ﺠﺩﻭل‬ ) ١ ( . ١٤ -‫ﺩﺭﺍﺴﺔ‬ ) Qin& Villarreal,2018 ( ‫ﺃﻜﺒﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ،‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺼﻴﻥ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺠﺎﻤﻌﺎﺕ‬ ) ٧٠١ ( ‫ﻁﺎﻟﺏ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻤﺴﺤﻰ،‬ ‫ﺍﻟﻭﺼﻔﻰ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﺘﺒﻊ‬ ‫ﺍﻟﺩﻴﻥ،‬ ‫ﺃﺼﻭل‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ) ٣١ ( ‫ﺜﺒﺎﺕ‬ ‫ﻜﺭﻭﻨﺒﺎﺥ‬ ‫ﺃﻟﻔﺎ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﻤﺤﺎﻭﺭ‬ ) ‫ﻥ‬ = ٢٥ ( ‫ﻤﺅﻴﺩﻭﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻓﻘﺭﺓ‬ ‫ﺍﻟﻭﺍﺭﺩﺓ‬ ‫ﻟﻠﻤﻤﺎﺭﺴﺎﺕ‬ ‫ﺍﻟﻤﺤﺎﻭﺭ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻭﺁﻟﻴﺎﺕ‬ ‫ﻭﺇﺩﺠﺭﺍﺀﺍﺕ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ،‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﺃﻋﻤﺎل‬ ‫ﺍﻟﺘﺭﺒﻭﻯ‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﺃﻋﻤﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ٨٦٠ ، ٠ . ‫ﺍﻟﺜﺎﻨﻰ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ٩٣٠ ، ٠ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺸﺭﻑ‬ ‫ﺩﻭﺭ‬ ‫ﻤﺠﺎل‬ ‫ﺤﺼﻭل‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼل‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﻤﺠﺎل‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺩﻭﺭ‬ ‫ﻤﺠﺎل‬ ‫ﺃﻤﺎ‬ ‫ﻤﺭﺘﻔﻊ،‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺘﻭﺴﻁ‬ . ١٢ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﺩﻋﻴﺱ،‬ ٢٠١٨ ( ‫ﺃﺭﺤﺏ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﺒﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺘﻘﺼﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ -‫ﺠﺎﻤﻌﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﺭﺍﺒﻊ،‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻁﻼﺏ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺼﻨﻌﺎﺀ‬ ) ٦٦ ( ‫ﺍﻟﺩﺭﺍﺴﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻁﺎﻟﺏ‬ ) ٢٠١٦ -٢٠١٧ ( ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ، ‫ﻤﻜﻭ‬ ‫ﻤﻥ‬ ‫ﻨﺔ‬ ) ٦١ ( ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻋﻠﻰ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺃﻤﺎ‬ ‫ﺍﻟﺘﺭﺒﻭﻯ،‬ ‫ﺍﻟﻤﺸﺭﻑ‬ ‫ﻤﺠﺎل‬ ‫ﺜﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻤﺘﺩﻨﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ . ١٣ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺭﺍﺒﺢ،‬ ٢٠١٨ ( ‫ﻋ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻤﺴﺎﻫﻤﺔ‬ ‫ﻤﺩﻯ‬ ‫ﻠﻰ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺒﺴﻜﺭﺓ،‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﻟﻠﻤﻬﺭﺍﺕ‬ ‫ﻭﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﻨﺸﺎﻁﺎﺕ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻌﺎﻫﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ) ٢٠٤ ( ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﻁﺎﻟﺏ‬ ) ٢٠١٦ -٢٠١٧ ( ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ، ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺍﻻﺭﺘﺒﺎﻁﻰ،‬ ‫ﺍﻟﻭﺼﻔﻰ‬ ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻋﻰ‬ ) ٧٦ ( ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ : -‫ﻭﻋﻠـﻭﻡ‬ ‫ﻤﻌﺎﻫـﺩ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﻴﺴﺎﻫﻡ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﻴﻥ‬ ‫ﻭﺍﻷﺴﺎﺘﺫﺓ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﺍﻟﻨﺸﺎﻁﺎﺕ‬ ‫ﻭﺘﻘﻨﻴﺎﺕ‬ . ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﻭﻁﺎﻟﺒﺔ،‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺴﺘﻔﺎﺩﺓ‬ ‫ﺃﻭﺠﺔ‬ : ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻤﺤﻭﺭ‬ ٩١٠ , ٠ : -‫ﻤـﻥ‬ ‫ﺇﻴﺠﺎﺒﻴـﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﺤﻀﺭﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻜﻠﻴﺎﺕ‬ ‫ﻴﺩﺭﺱ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﺘﺠﺎﺭﺏ‬ ‫ﺃﻥ‬ ‫ﻟـﺩﻴﻬﻡ‬ ‫ﺍﻟﺤـﻀﺭﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﺭﻴﻔﻴﺔ،‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻜﻠﻴﺎﺕ‬ ‫ﻗﺭﻨﺎﺌﻬﻡ‬ ‫ﺘﺠﺎﺭﺏ‬ ‫ﺍﻟ‬ ١ -‫ﺇﺠﺭﺍﺌﻬﺎ‬ ‫ﻭﻤﺒﺭﺭﺍﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺒﻴﺎﻥ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ . ٢ -‫ﻤﻥ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻨﻬﺞ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﺭﻗﻡ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬ ) ١ ( ‫ﺘﻜﻭﻥ‬ ‫ﻭﺒﺫﻟﻙ‬ ‫ﺍﻟﺜﺒﺎﺕ،‬ ‫ﻤﻥ‬ ‫ﻤﻘﺒﻭﻟﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺴﺘﺒﻴﺎﻥ‬ ‫ﺃﻥ‬ ‫ﻭﺜ‬ ‫ﺍﻹﺴﺘﺒﻴﺎﻥ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻥ‬ ‫ﺘﺄﻜﺩﺕ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻟﻠﺘﻁﺒﻴﻕ‬ ‫ﺼﻼﺤﻴﺘﻪ‬ ‫ﹶﻡ‬ ‫ﺜ‬ ‫ﻭﻤﻥ‬ ‫ﺒﺎﺘﻪ‬ . ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﺠﺎﺭﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻁﻼﻉ‬ ‫ﺨﻼل‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ . ٦ -‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﺘﺼﺤﻴﺢ‬ : ‫ﺃﻨﻬـﻡ‬ ‫ﺤﻴـﺙ‬ ‫ﺍﻟﺭﻴﻔﻴـﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻋﻜﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻌﻤل‬ ‫ﻭﺭﻏﺒﺔ‬ ‫ﺘﺯﺍﻡ‬ ‫ﺒﺎﻟﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻨﺤﻭ‬ ‫ﺒﺎﻟﺘﺭﺩﺩ‬ ‫ﻴﺸﻌﺭﻭﻥ‬ ٣ -‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻼﺌﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﺍﺨﺘﻴﺎﺭ‬ . . -‫ﹰ‬ ‫ﻨﺴﺒﻴﺎ‬ ‫ﻤﻨﺨﻔﻀﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﺒﻴﺌﺘﻴﻥ‬ ‫ﻜﻠﺘﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻟﻠﻁﻠﺒﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﺃﻥ‬ . ١٥ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﺍﻟﺼﻘﺒﻌﻰ،‬ ٢٠١٩ ( ‫ﺍ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻨﻅﺭ‬ ‫ﻭﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﺍﻟﻜﻭﻴﺕ،‬ ‫ﺒﺩﻭﻟﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺔ‬ ) ٥٢٣ ( ‫ﺍﻟﻌﺎﻡ‬ ‫ﻓﻲ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﻰ‬ ) ٢٠١٨ / ٢٠١٩ ( ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺤﻘﻕ‬ ‫ﻭﺘﻡ‬ ‫ﺍﺴﺘﺒﻴﺎﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ، ‫ﺍ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻠﻤﻰ‬ ‫ﺍﻟﻘﺴﻡ‬ ‫ﺘﻌﺎﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺒﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺩﻭﺭ‬ ‫ﺃﺒﺭﺯ‬ ‫ﻫﻭ‬ ‫ﻟﻁﻠﺒﺔ‬ ‫ﻤﻜﺘﺏ‬ ‫ﺩﻭﺭ‬ ‫ﺤﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ،‬ ٤ -‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺒﻨﺎﺀ‬ ) ‫ﺍﻻﺴﺘﺒﺎﻨﺔ‬ .( ٥ -‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻟﻬﺎ‬ ‫ﺃﻋﻁﻴﺕ‬ ) ٥ -٤ -٣ -٢ -١ ( ‫ﺍﻹ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻜﺴﺕ‬ ‫ﺜﻡ‬ ‫ﻴﺠﺎﺒﻴﺔ‬ .   ‫ﺒﻴﻥ‬ ‫ﺘﺘﺭﺍﻭﺡ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻭل‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﺠﻤﻌﺕ‬ ‫ﺜﻡ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ) ٤٩ -٢٤٥ (     ‫ﺩﺭﺠﺔ‬ .   ‫ﺘﻜﻭﻥ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ) ٩٨ ( ‫ﺍﻟ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻭﻫﻡ‬ ‫ﻤﻌﻠﻤﺔ‬ ‫ﻁﺎﻟﺒﺔ‬     ‫ﺒﺎﻟﻔﺭﻗﺔ‬ ‫ﺍﻟﻤﻘﻴﺩﻴﻥ‬ ‫ﻤﻌﻠﻤﺎﺕ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﺨﻼل‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺎﻤﺕ‬ ٢٥ / ٣ / ٢٠٢٢ ‫ﺍﻟﺩﺭﺍﺴﻰ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﻭﻓﻴﺔ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻗﺴﻡ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺒﺎﻟﻌﺎﻡ‬ ‫ﺍﻟﺜﺎﻨﻰ‬ ٢٠٢٠ / ٢٠٢١ ‫ﻡ،‬ ‫ﻭﻗﺩ‬ ‫ﺇﻟﻰ‬ ٤ / ٤ / ٢٠٢٢ ‫ﺒﺈﻋﻁ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﻭﻗﻡ‬ ، ‫ﻗﻭﺍﻤﻬﺎ‬ ‫ﺍﺴﺘﻁﻼﻋﻴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﻡ‬ ) ٢٠ ( ‫ﻤﻌﻠﻤﺔ‬ ‫ﻁﺎﻟﺒﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺒﻠﻐﺕ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻟﻠﺘﺤﻘﻕ‬ ) ٤٠ ( ‫ﻁﺎﻟﺒﺔ‬ ‫ﻭﺍﻟﺘﺨﺼﺹ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﺸﺭﻑ‬ ‫ﻭﺩﻭﺭ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻻﺒﺘ‬ ‫ﻭﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻷﺩﺒﻴﺔ‬ ‫ﻭﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﺍﻻﻨﺎﺙ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺩﻭﺭ‬ ‫ﺤﻭل‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺒﻴﻨﺎ‬ ‫ﺩﺍﺌﻴﺔ،‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﻟﻠﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺘﻌﺯﻯ‬ ‫ﺍﻟﻤﺘﻌﺎﻭﻨﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ . ١٦ -‫ﺩﺭﺍﺴﺔ‬ ) ‫ﻭﺴﻠﻴﻡ،‬ ‫ﺼﻠﻴﺢ‬ ٢٠١٩ ( ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻴﻭﺍﺠﻬﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﻭﻁﻨﻴ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﺇﻋﺩﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻠﻤﻭﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺔ،‬ ‫ﻤﻌﻠﻤﺔ‬ . ‫ﺍﻹﺴﺘﺒﻴﺎﻥ‬     : ‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺨﻁﻭﺍﺕ‬     : ‫ﺒﻤﺎ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺘﻡ‬ ‫ﻴﺘﻼﺀﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻨﻁﻠﻕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻻﺠﺭﺍﺌﻰ‬ ‫ﻭﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﺍﻟﻨﻅﺭﻯ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻤﻊ‬ ‫ﺍﻷﺘﻴﺔ‬ ‫ﻟﻠﺨﻁﻭﺍﺕ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺒﺤﺙ‬ : ‫ﺍﻷﻭل‬ ‫ﺍﻟﺘﺴﺎﺅل‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻹﺠﺎﺒﺔ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺎﻤﺕ‬ ‫ﻟﻠﺩﺭﺍﺴـﺔ‬ ‫ﻋﻠـﻰ‬ ‫ﻴـﻨﺹ‬ ‫ﻭﺍﻟـﺫﻱ‬ " ‫ﺘﻘﻴـﻴﻡ‬ ‫ﻤـﺎ‬ ‫ﺍﻟﻤﻨﻭﻓﻴـﺔ؟‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﻤﻨﺯﻟﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ " ‫ﺍﻟﺘـﺎﻟﻰ‬ ‫ﻭﺍﻟﺠـﺩﻭل‬ ‫ﺫﻟﻙ‬ ‫ﻴﻭﻀﺢ‬ :
	٥ ٦ ٧ ٨ ٩ ١٣ ١٥ ١٧ ١٩ ٢٠ ٢١ ٢٢

‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺠﻊ‬ :

-Zimmerman Nilsson, M. ( 2017 Ethiopian Journal of Education and Science ,5(1),107-106 -MdYunus, M., Hashim, H., Mohdlshak, N., &Mahamod, Z., (2010). 
Understanding TESL pre services teachers teaching experinces and challenges via practicum reflection forms. Procedia Social and Behavioral Sciences,9,722 -Merc, A.