دور التكوين البيداغوجي في تحسين الأداء الوظيفي للأساتذة المساعدين الجدد : دراسة ميدانية على عينة من الأساتذة المساعدين الجدد بجامعة محمد بوضياف-المسيلة

الملخص EN

This study aimed to identify the role of pedagogical training in improving the functional performance of new assistant professors at Mohammed Boudiaf, M’sila University.

To achieve the objectives of the study, a questionnaire consisting of (34) items was designed in four areas: the contribution of Pedagogical training to the development of the capacities of new assistant professors; the contribution of pedagogical training to the development of the pedagogical behaviour of new assistant professors, the contribution of the teacher training program to the success of training of the new assistants professors, the Contribution The teacher-trainer to the success of the training of the new assistant professors.

After examining and confirming the psychometric characteristics of the questionnaire, it was administered to study sample of (30) new assistant professors who were part of the pedagogical training program, they were randomly selected.

This study was based on the descriptive method, and the use of the statistical program (SPSS 20) for the treatment of data.

The findings of this study revealed the following: - Pedagogical training contributes to the development of the capacities of new assistant professors.

- Pedagogical training contributes to the development of the pedagogical behavior of new assistant professors.

-The teacher training program contributes to improving the level of the performance of new assistants' professors.

- The teacher-trainer helps in improving the performance of the new assistant professors.

In light of these findings, this study recommends: the need to intensify and increase the number of training programs for new assistant professors, and to take into consideration their suggestions and opinions in a variety of ways to understand their needs in terms of improving their work performance and the most significant problems and barriers they face through their participation in training programs, the conduction of further studies and research in this area, with regard to the pedagogical training of new assistant professors or newly recruited ones.