تقويم الأداء التدريسي لمعلمات مقرر التفكير الناقد بالمرحلة المتوسطة بمدينة مكة المكرمة في ضوء مهارات القرن الحادي و العشرين

Abstract EN

This study aimed to identify the level of teaching performance of female teachers in teaching the critical thinking course at the intermediate stage in the city of Makkah in the light of the twenty-first century skills from the point of view of the supervisors, and to reveal the differences in the level of teaching performance of female teachers in teaching the critical thinking course at the intermediate stage in the city of Makkah al-Mukarramah in light of twenty-first century skills, which may be attributed to the variables of educational qualification, number of years of experience, or number of training courses.

the study relied on the use of the descriptive approach, and the study population included all the parameters of the critical thinking course in the intermediate stage in the city of Makkah during the year 1442 / 1443 ah, and they numbered (261) teachers, while the study sample included (68) female teachers, who were chosen by random sampling method mini.

the researcher prepared a note card as a tool for data collection.

the study found a set of results, the most important of which are : the value of the arithmetic mean of the total score for the study sample members on the observation card was (4.01) with a standard deviation of (0.39).

this means that the level of the teaching performance of female teachers in teaching critical thinking course at the intermediate stage in the city of Makkah al-Mukarramah in the light of the skills the twenty-first century from the point of view of supervisors came to a high degree.

the arithmetic mean values of the scores of the study sample individuals on the dimensions included in the observation card ranged between (3.91) to (4.15), with high practice scores for all dimensions.

the evaluation dimension came in the first rank with an arithmetic mean (4.15) and a standard deviation (0.46) and a high degree of practice, followed by the dimension of planning in the second rank with an arithmetic mean (4.04) and a standard deviation (0.46) and a high degree of practice, and the dimension of professional responsibilities came in the third rank with an arithmetic mean (3.94) and a standard deviation (0.42) with a high practice degree, and finally the implementation dimension came in the fourth rank with an arithmetic mean (3.91) and a standard deviation (0.44) with a high practice score.

the results also showed that there were statistically significant differences in the level of female teachers’ teaching performance in teaching the critical thinking course at the intermediate stage in Makkah al-Mukarramah in the light of the skills of the twenty-first century due to the variables of academic qualification (in favor of female teachers with postgraduate studies) and teaching experience (in favor of female teachers with greater experience), and the number of training courses (in favor of female teachers who have obtained a greater number of training courses.

in light of the results of the study, some recommendations were formulated, the most important of which were : organizing training programs for critical thinking teachers on the skills of the twenty-first century, and paying attention to developing programs for preparing critical thinking teachers for the intermediate stage ; that includes twenty-first century skills.