فاعلية برنامجِ تطويرٍ مهْنيٍّ مستند إلى المعايير المِهنية العالميةِ للمُعلِّمين في تعزيز الكفاياتِ التعليمية لدَى مُعلِّمي التعليمِ الأساسيِّ في الأردن
الملخص
هدفت الدراسة الحالية إلى استقصاء فاعلية برنامج تدريبي مستند إلى المعايير المهنية للمعلمين في تعزيز الكفايات التعليمية لدى عينة من معلمي التعليم الأساسي في الأردن. تكوَّن أفراد الدراسة من (83) مشاركًا، اختيروا بالطريقة القصدية، وتكونت المجموعة التجريبية من (40) معلمًا ومعلمة، والمجموعة الضابطة من (43) معلمًا ومعلمة. ولتحقيق أهداف الدراسة، طُوِّر برنامج التطوير المهني المستند إلى المعايير المهنية العالمية للمعلمين الذي تكوَّن من أبعاد ثمانية، وتُحُقِّق من صدقه من خلال المحكمين. ولاختبار فرضيتَي الدراسة، طُوِّر مقياس الكفايات التعليمية وجرى التحقق من خصائصه السيكومترية. أظهرت نتائج تحليل التباين المتعدد الأحادي المصاحب (ANOVA) وجود فروق دالة إحصائيًا بين المتوسطات الحسابية لدرجات المعلمين والمعلمات على مقياس الأداء التعليمي حسب المجموعة، وذلك لصالح أفراد المجموعة التجريبية. كذلك أظهرت نتائج اختبار تحليل التباين الثنائي المتعدد (MANOVA) وجود فروق دالة إحصائيًا تُعزى إلى متغير التخصص عند جميع الأبعاد، باستثناء بعد (الإعداد والتخطيط)، وذلك لصالح التخصصات العلمية، وعدم وجود فروق دالة إحصائيًا تُعزى إلى متغير الخبرة عند جميع الأبعاد، وعدم وجود فروق دالة إحصائيًا تُعزى إلى التفاعل بين متغيرَي التخصص والخبرة.
المقاييس
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برامج التطويرالمعايير المهنية العالمية للمعلمينالكفايات التعليميةمؤشرات الأداء
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