معوقات تبني جامعة طيبة الإعداد التكاملي لمعلم العلوم للمرحلتين المتوسطة و الثانوية من وجهة نظر أعضاء هيئة التدريس في كليات العلوم

Abstract EN

This study aimed at identifying the most important educational and major-based challenges preventing the adoption of the Intermediate and Secondary School Science Teacher Concurrent Preparation Program at Taibah University as perceived by Taibah University’s science instructors.

The study sample consisted of (117) Taibah University Science Colleges’ male and female faculty members in the Departments of Biology, Chemistry, Physics and Geology, during the second semester of the academic year 1435/1436 A.H.

A survey of (34) items was constructed; (18) items covering science teacher preparation major-based challenges and (16) other items covering educational challenges.

The survey’s validity and reliability were measured and validated.

The study revealed the science teachers’ need for more scientific knowledge to be the most significant major-based challenge and that adopting the concurrent preparation program would decrease the number of the major’s credit hours.

The study also acknowledged insufficient focus on the practicum component in the concurrent program and poor level of strategic co-operation between the Ministry of Education and the Colleges of Education in terms of identifying the future needed numbers of science teachers to be the most significant educational challenges.

Furthermore, the study found no statistically significant differences among Taibah University’s science faculty’s perceptions that could be attributed to specialization, teaching experience or geographical location in both major-based and educational challenges.

However, there were statistically significant differences in the perception due to the faculty’s academic rank in relation to major-based challenges.

The study also found statistically significant differences in favor of science female faculty members in relation to educational challenges.