Abstract
Abstract:
The aim of the current research is to: design a proposed educational program based on systemic thinking skills and measure its impact on the teaching skills of Arabic language teachers at the intermediate stage. The research sample consisted of (20) male and female teachers working in public morning schools affiliated with the Directorate of Education in the center of Karbala Governorate.
To achieve the objectives of the study, the researcher designed a proposed educational program based on systemic thinking skills and developed a scale to measure the teaching skills of Arabic language teachers at the intermediate stage. After reviewing relevant theories and previous studies related to the research variables, the program included (8) instructional sessions specifically designed to train Arabic language teachers. The teaching skills scale consisted of (45) items.
The researcher ensured the psychometric properties of the research instruments, namely validity and reliability. Validity was verified through two methods: face validity and construct validity. Reliability was calculated using both the test-retest method and Cronbach's alpha coefficient.
The researcher reached the following conclusion:
There is a significant impact of the proposed educational program based on systemic thinking skills on the teaching skills of Arabic language teachers at the intermediate stage.
In light of the findings, the researcher recommends the following:
1. Adopting the proposed educational program in the training of Arabic language teachers.
2. Integrating systemic thinking skills into teacher training and professional development curricula.
3. Expanding the application of the proposed educational program to different samples of Arabic language teachers across other educational stages.
4. Organizing workshops and training sessions based on systemic thinking principles.
The researcher also suggests several proposals for future studies, including:
1. Conducting similar studies that apply the proposed educational program to other academic subjects, such as science or social studies, to measure its impact on the teaching skills of subject-specific teachers.
2. Designing in-service training programs based on systemic thinking skills aimed at improving teaching effectiveness.
3. Studying the relationship between teachers’ systemic thinking skills and other variables, such as self-efficacy or students' academic achievement.
4. Developing assessment tools that measure the extent to which teachers apply systemic thinking skills in classroom practices and using these tools to support teaching effectiveness and enhance learning outcomes.
The aim of the current research is to: design a proposed educational program based on systemic thinking skills and measure its impact on the teaching skills of Arabic language teachers at the intermediate stage. The research sample consisted of (20) male and female teachers working in public morning schools affiliated with the Directorate of Education in the center of Karbala Governorate.
To achieve the objectives of the study, the researcher designed a proposed educational program based on systemic thinking skills and developed a scale to measure the teaching skills of Arabic language teachers at the intermediate stage. After reviewing relevant theories and previous studies related to the research variables, the program included (8) instructional sessions specifically designed to train Arabic language teachers. The teaching skills scale consisted of (45) items.
The researcher ensured the psychometric properties of the research instruments, namely validity and reliability. Validity was verified through two methods: face validity and construct validity. Reliability was calculated using both the test-retest method and Cronbach's alpha coefficient.
The researcher reached the following conclusion:
There is a significant impact of the proposed educational program based on systemic thinking skills on the teaching skills of Arabic language teachers at the intermediate stage.
In light of the findings, the researcher recommends the following:
1. Adopting the proposed educational program in the training of Arabic language teachers.
2. Integrating systemic thinking skills into teacher training and professional development curricula.
3. Expanding the application of the proposed educational program to different samples of Arabic language teachers across other educational stages.
4. Organizing workshops and training sessions based on systemic thinking principles.
The researcher also suggests several proposals for future studies, including:
1. Conducting similar studies that apply the proposed educational program to other academic subjects, such as science or social studies, to measure its impact on the teaching skills of subject-specific teachers.
2. Designing in-service training programs based on systemic thinking skills aimed at improving teaching effectiveness.
3. Studying the relationship between teachers’ systemic thinking skills and other variables, such as self-efficacy or students' academic achievement.
4. Developing assessment tools that measure the extent to which teachers apply systemic thinking skills in classroom practices and using these tools to support teaching effectiveness and enhance learning outcomes.
Abstract
هدف البحث الحالي تعرّف: بناء برنامج تدريبي مقترح قائم على مهارات التفكير المنظومي وقياس أثره في المهارات التدريسية لدى مدرسي اللغة العربية في المرحلة الاعدادية، إذ اشتملت عينه البحث على (20) مدرس من كلا الجنسين في المدارس الحكومية الصباحية التابعة الى مديرية تربية محافظة كربلاء المركز ، وتحقيقاً لأهداف البحث أعدت الباحثة برنامجاً تعليمياً مقترحاً قائماً على مهارات التفكير المنظومي، ومقياساً للمهارات التدريسية لدى مدرسي اللغة العربية في المرحلة الإعدادية الصباحية، وبعد إطلاع الباحثة على النظريات والدراسات السابقة ذات العلاقة بمتغيرات بحثها، إذ تضمن البرنامج (9) جلسات تعليمية معدة خصيصاً لتدريب مدرسي اللغة العربية في المرحلة الاعدادية، ومقياساً للمهارات التدريسية لدى مدرسي اللغة العربية مكون من (45) فقرة، وقد تحققت الباحثة من"الخصائص السيكومترية لأدات البحث المتمثلة: بالصدق، والثبات، وكان التحقق من"الصدق بطريقتين هما: الصدق الظاهري، وصدق البناء وجرى استخراج الثبات لمقياس المهارات التدريسية بطريقة (إعادة الاختبار) Test-Retest، و(معادلة ألفا كرونباخ) Cronbach's Alpha، وقد توصلت الباحثة الى النتائج التالية:
Keywords
برنامج تدريبي ، التفكير المنظومي ، المهارات التدريسية.