مستوى أداء عضوات هيئة التدريس بكلية التربية بجامعة الملك خالد في ضوء ممارسات التدريس المرتكزة على التعلم البنائي

الملخص EN

The present study aimed at identifying the performance of faculty members at the Faculty of Education for Girls at King Khalid University in the light of teaching practices based on structural learning, in addition to knowing the effect of the variables of the scientific degree of the faculty members (Professor - Associate Professor - Assistant Professor - Lecturer) From 1 - less than 5 years - 5 to less than 10 years - more than 10 years - to their teaching performance of the different courses within the college.

The study sample consisted of (50) members of the teaching staff of the Faculty of Education for Girls, King Khalid University who teach.

The study tool consisted of a questionnaire consisting of four main dimensions (activating student participation in lectures - employing the environment as sources of learning - providing effective scientific activities - assessment).

The results of the study found that the level of performance of faculty members in teaching practices based on constructive learning according to the interviewers was moderate and generally low.

The results also showed a difference in the level of performance of faculty members in general in teaching practices based on constructive learning, according to the variables of degree and experience in favor of the highest degree, and the most experienced.

In light of these results, some recommendations and proposals were presented.

The most important of these were the training of faculty members on the methods of employing the structural approach, through the preparation of training programs based on the structural theory, especially the faculty members of the lectures, and the emphasis on providing classroom climates that facilitate the use of teaching practices based on Constructive learning.