برنامج قائم على نظرية المرونة المعرفية لتنمية الوعي بالتدريس المتمايز لدى الطالبات معلمات اللغة العربية منخفضات معتقدات الفاعلية الذاتية للتدريس

Abstract EN

This research aims at developing a program based on the cognitive flexibility theory, and measuring its effectiveness in developing low self-efficacy Arabic student teachers’ awareness of distinguished teaching.

The problem of the study lies in the lack of awareness of distinguished teaching on the part of female Arabic student teachers, and their inability to deal with the students with different characteristics and needs.

Meanwhile, there are currently no suitable training programs based on modern educational theories- such as the cognitive flexibility theory- that could help those student teachers be aware of distinguished teaching and how to implement it in the educational process.

Besides, those student teachers have low self-efficacy teaching beliefs and this can influence their Arabic instructional practices negatively.

To solve this problem, the present research followed a set of procedures, including: preparing an inventory of the distinguished teaching and classroom management skills Arabic female student teachers have to master; and identifying the guidelines of building the cognitive flexibility theory-based program, and its and components (i.e., objectives, content, teaching strategies, activities and aids, and evaluation methods).

To measure the effectiveness of the program, the following measurement instruments were used: a scale of teaching selfefficacy, a cognitive test of distinguished teaching, an observation card of the distinguished teaching and classroom management skills, and a scale of attitudes towards distinguished teaching.

The sample of the research was selected from female Arabic student teachers studying at the Girls’ College, Ain-Shams University.

The proposed program was taught to the students and the research instruments were administered to them before and after the program.

The research found that the program was effective in developing the students’ awareness of distinguished teaching and developing their high teaching self-efficacy beliefs.