تقويم برنامج التربية العملية في كلية التربية الأساسية جامعة بابل من وجهة نظر الطلبة المعلمين

Abstract EN

The study aimed to evaluate the practical education program for students of College of Basic Education, University of Babylon, from the student teachers perspective and investigate the effects of gender through the answer of the study questions.

The researcher used the descriptive approach, and a group consisted of fourth-grade students of Arabic language department, in the College of Basic Education, at the University of Babylon, for the academic year (2014/2015) for the second semester, total of 66 students were chosen randomly.

The used tool of the study was a questionnaire of (59) items has been verified validity and reliability.

The program included the following areas: supervisor of practical education (educational supervisor), the cooperative teacher, the cooperative headmaster, cooperative school and the procedures of the practical education program.

The researcher used the following statistical methods: Chi-square, Pearson correlation coefficient, arithmetic mean, criterion deviation, percentage weight, t-test for two independent samples.

The results showed that students' assessment of the areas of practical education program was as follows: 1.

The supervisor practical education (educational supervisor) and teachers collaborators tasks required of them; they got their field on the degree of availability.

2.

A weakness has been found in the fields ( cooperative headmaster ) ( cooperative school ) and (the procedures of the practical education program ) ; the fields gained the degree of availability to some extent.

The supervisor practical education has positioned first, next the cooperative teacher , the procedures of the practical education program , the cooperative school and finally the cooperative headmaster.

The results showed that there were no statistically significant differences at the level of significance (0.05 ≤ α) in the evaluation of student / teacher of practical education program, due to the gender of the student / teacher.