تحسين برامج التربية العملية باعتماد معايير الجودة الشاملة، و إمكانية تطبيقها من وجهة نظر أعضاء الهيئة التدريسية

Abstract EN

This study aimed at recognizing: - the improving the programs of “practical education” according to comprehensive quality standards, and the possibility of applying them from the perspectives of university teachers.

- the differences in their opinions according to the variables of the study.

- The obstacles that hinder the possibility of improving and applying the programs of “practical education” according to comprehensive quality standards.

- The requirements that help to improve and apply the programs of “practical education” according to comprehensive quality standards from university teachers’ perspective.

The researcher used the descriptive approach.

He designed a set of standards that formulated a questionnaire of 29 items.

He verified the validity and reliability of this questionnaire.

Then he applied it on research population (30) university teachers in education college: (18 male/ 12 female).

Using the suitable statistical processes, the researcher induced the following results: - Item 22 [the dean seeks to observe supervisors and students for the sake of avoiding errors and adapting the plans] had the highest percentage of responses 93.3%.

- Item 10 [making use of the reports and studies executed by directorates of education about local schools] had the percentage of 80% of responses.

- Both item 20 [the dean gives students the opportunity to express their success and creation] and item 26 [evaluation includes objectives and its appropriateness] had the percentage of 33.3%.

- There were statistically significant differences between male and female teachers’ opinions in depending on comprehensive quality standards for improving “practical education” and applying them for female teachers.

- There were no statistically significant differences in the mean of population opinions about improving “practical education” and the possibility of applying them according to the variable of years of expertise.

University teachers mentioned several obstacles that hinder improving “practical education” program according to comprehensive quality standards.

Some of these obstacles were: (lack of necessary knowledge about comprehensive quality culture in teaching process; inadequacy of administrative cadre equipped with skills and information about comprehensive quality in educational organizations).

University teachers stated the requirements of improving “practical education” program by applying comprehensive quality standards.

From their perspective, these requirements were: (training administrative and cadre and university teachers in the field of comprehensive quality management in educational organizations, continual improving of standards because quality culture does not stop at a certain stage or period.