الحل الإبداعي للمشكلات التدريسية و ما و راء المعرفة الإبداعية لدى الطلبة المعلمين بكلية التربية-جامعة الزقازيق

Abstract EN

The recent research aimed to explore the levels of creative solving of teaching problems, creative metacognition and their components, recognize differences in creative solving of teaching problems scores according to differences in creative metacognition, identify the relationship between creative solving of teaching problems scores and creative metacognition scores, define the probability of predicting creative solving of teaching problems scores from the components of creative metacognition among teachers-students in Faculty of Education – Zagazig University.

Main research sample consisted of (243) male and female 4^th grade Faculty of Education students who practice practical training in Zagazig schools.

Two measures were applied (creative solving of teaching problems scale and creative metacognition scale) -prepared by the researchers- after verifying their validity and reliability.

Mean, standard deviation, ANOVA, Pearson's correlation coefficient, and multi progressive regression analysis were used to verify research hypotheses.

The following results were reached: There is a moderate level of creative solving of teaching problems and its components, and that the highest component was planning and executing solving of teaching problems, then generating ideas related to solving of teaching problems, then understanding teaching problems, there is a low level of creative metacognition, and the higher component was creative contextual knowledge, there are statistically significant differences at (0.01) level in creative solving of teaching problems scores due to differences in creative metacognition in favor of high confidence - high teaching performance group, then high confidence – low teaching performance group, then low confidence – low teaching performance group, then low confidence – high teaching performance group as the least group in creative problem solving of teaching problems and its components compared to other groups, there is a statistically significant positive relationship at (0.01) level between creative problem solving of teaching problems scores and its components and creative metacognition scores and its components, and creative problem solving of teaching problems scores can be predicted from the components of creative metacognition scores among teachers-students in Faculty of Education – Zagazig University.