Check
site is using the latest messages or messages older, bottom of the page Home
المقدمة
Problem
of the Study and its Significance
Teaching is the cornerstone of any
educational system. It is a professional and creative activity. Until the late
19th century, teaching was hardly a specialized profession. Teachers
carry the great responsibility of educating people on their shoulders, and play
the leading roles in societies (Robinett,1980:251).
In order to stress the crucial role of
teachers, Kelly (1969:274) states that societies need good, well-trained
teachers because of the important role they play. Teachers have to be qualified
in order to perform their career better. Being good teachers plays an important
role in the education of the students. When there are good teachers, there will
be good learners; qualified and well-trained teachers can teach well.
Specialists and researchers in general assure
that the teacher plays a vital role in any educational process for "the
competence of the teacher has an important bearing on the success of instruction".
The real problem of the present study
stems from the fact that teachers are usually more biased toward their own
ability to teach in a very good way. In order to examine this proposition the
researcher would like to conduct this research.
In language teaching, a typical
teacher should be a good model for his/her students because he/she is one of
the important factors in the process of teaching if not the most important of
all factors. The EFL teacher is basically accountable for his/her students' achievement,
so he/she must be highly qualified academically as well as professionally (Ramadhan,
1998:2).
It is intuitively obvious that effective
teachers must possess a professional knowledge base and exhibit knowledge of
the subject matter. Successful teachers have a vast repertoire of instructional
strategies and techniques that reflect their knowledge of the subject.
According to Slick (1995:2), the most skillful and knowledgeable teachers are
those that consciously reflect upon, conceptualize, and apply understandings
from one classroom experience to the next. Teaching requires continuous reflection
and decision making before, during, and after classroom instruction (Berliner
and Biddle, 1995; Colton
and Spark-Langer, 1993; Costa, 1995 as cited in Peer Assistance and Review, 1998
: Int.).
The public views teacher evaluation
as a major problem in the school system today. Common methods for evaluating
teachers include measurement tests of teacher characteristics, student
achievement test scores, and ratings of teachers' classroom performance
(Barrett, 1986 : 1 ).
In addition to the standardized professional
evaluation done by external evaluators, self-evaluation is also used. "It
is universally acknowledged that improvement in educational systems is crucially
dependent on effective teacher self-evaluation. Indeed, teachers instinctively
wish to reflect on their work, evaluate it and look for ways to improve it.
However, effective self-evaluation is not simply a process for the individual, but
involves colleagues in a variety of ways. A fundamental principle is that
teachers should also see themselves as learners" (Teacher Self-Evaluation,
1996 :Int.).
Effective and successful teachers have the
ability to evaluate their own instructional effectiveness and be professionally
responsible for acquiring new skills and knowledge. They also demonstrate their
commitment to teaching by accepting responsibility for student learning and behaviour
(Porter and Brophy, 1988, as cited in Peer Assistance and Review, 1998: Int.).
Faculty self-evaluation usually supplements
more formal evaluation methods and is used with other data to identify weak
areas of instruction and classroom management skills. It serves as an important
source of information for staff development (Barrett,1986:3).
As noticed from interviews and contacts with
specialists in the field and with people involved in the educational process,
and from the findings of previous studies such as Dagher (1999), the
professional performance of Iraqi EFL teachers is unsatisfactory in general.
Several methods are needed to evaluate this performance, one of which is
self-evaluation which is not utilized in Iraq to supplement traditional methods
of evaluation. Since there is no similar study in Iraq that has tackled this kind
of evaluation, to the best of the researcher's knowledge, he intends to
investigate this topic and make a comparison between self-evaluation and
standardized professional evaluation of preparatory school EFL teachers'
performance.
1.2
Aims of the
Study
The present study aims at
:
1.evaluating preparatory school
EFL teachers' performance using self-evaluation,
2.
evaluating their performance
using standardized professional evaluation, and
3. comparing their performance on
both self-evaluation and standardized professional evaluation.
1.3
Hypothesis of
the Study
The following
hypothesis is postulated:
There is no
statistically significant difference between the mean scores of self-evaluation
and that of standardized professional evaluation of preparatory school EFL
teachers' performance.
1.4 Limits of the
Study
This study is limited to the evaluation
of EFL teachers in the preparatory schools for boys and girls in Baghdad City for
the academic year 2009-2010.
1.5
The Procedures
of the Study
In order to
achieve the aims of the study, the following procedures are adopted :
1.Selecting a representative
sample of EFL teachers in the preparatory schools.
2.Designing a checklist to
evaluate EFL teachers' performance.
3.
Exposing the checklist to a
jury of experts to ensure its validity.
4.
Conducting a pilot study.
5.
Applying the checklist to the
study sample.
6. Using suitable statistical
tools to manipulate the data and to make the intended comparisons.
7. Drawing conclusions and making
recommendations and suggestions for further studies.
1.6 Definitions of Basic
Terms
1.6.1 Evaluation : There are many definitions of
"evaluation" which may be
represented by the following definitions :
1.
Evaluation is the process of
ascertaining or judging the value or amount of something by use of a standard
of appraisal which includes judgements in terms of internal evidence and
external criteria (Good, 1973 : 209).
2. Evaluation is the process of
obtaining information and using them to form judgements which in turn are to be
used in decision making (TenBrick, 1974 : 20).
3. Evaluation refers to
procedures which are used for gathering data on the dynamic, effectiveness, and
efficiency of a language programme for the purposes of decision making
(Richards and Rodgers, 1986 : 158).
4. Evaluation is the systematic
gathering of information for purposes of decision making and these pieces of
information which are relevant to evaluation can be either qualitative
(non-measurement, e.g., observations, ratings ) or quantitative (measurement,
e.g., tests ) (Mousavi, 1999 : 119).
1.6.2 Performance is the ability to achieve
desired results with economy of time and effort in relation to amount of work
accomplished (Good, 1973:389).
Performance
is an actual accomplishment as distinguished from potential ability
(Encyclopedia of Education. Vo1.6, p.514, 1974).
1.6.3 Self-evaluation is one of
professional approaches which enables a mature teacher to improve his/her
performance and teaching behaviour inside his/her classroom (Pfeiffer and
Dunlap, 1982 : 164).
Self-evaluation
is a powerful method which can be used for changing behaviour and improving
instruction (DeRoche, 1981 : 148).
1.6.4 Preparatory schools are the
schools that comprise the classes from the tenth to the twelfth of general
education in Iraq.
The operational definitions :
1.6.5 Standardized
evaluation means the evaluation of a
teacher performance as it used by the directorates of supervision at the
general directorate of education after being modified and exposed to a jury of
specialists in education and language teaching.
1.6.6 Professional
evaluation is the evaluation which is associated with the profession of being a
good teacher or good teaching.
1.6.7 Standardization is a set of
uniform procedures which are used to establish a particular evaluation and its
implementation to get interpretation for its ratings (Mousavi, 1999 : 366).
الملخص
ABSTRACT
Evaluation is an important part
of any work. Therefore it is conducted before, during and after any successful
endeavour particularly in education
to develop teachers' abilities by enabling them to be aware of their own real
performance and the vital roles they play in managing their classrooms.
Teachers need to evaluate their
performance continuously to free it from inadequacies and to enable them to
develop skills concerning their work.
What is problematic in the present study
is the fact that teachers usually have more ambitious expectations of their
performance inside their classrooms than what they actually perform. Therefore,
to settle this problem, this study aims at :
1.evaluating
preparatory school EFL teachers' performance using self-evaluation.
2.
evaluating
their performance using standardized professional evaluation, and
3.
comparing
their performance on both self- evaluation and standardized professional
evaluation.
To conduct the study, the following
hypothesis is posed :
There is no statistically significant
difference between the mean scores of self-evaluation and that of standardized
professional evaluation of the preparatory school EFL teachers' performance.
This study is limited to the evaluation
of EFL teachers in the preparatory schools for boys and girls in Baghdad City for the academic year 2009 – 2010.
In order to achieve the aims of the
study, the researcher has adopted the procedures below :
1. Selecting
a representative sample of teachers who are teaching English in the preparatory
schools.
2. Designing
a checklist to evaluate EFL teachers' performance.
3.
Exposing
the checklist to a jury of experts to ensure its validity.
4.
Conducting
a pilot study to ensure reliability of the study tool.
5.
Administering
the checklist to the study sample.
As a result of using suitable statistical
tools mention them to manipulate the data and to make the intended comparisons,
the researcher has come up with important results among which are the following
:
1.
The
mean scores of the teachers' performance on both teacher self-evaluation and
standardized professional evaluation indicate a difference which is
statistically significant in favour of the teacher self-evaluation. This is due
to the fact that the teachers understudy are subjective in their evaluation of
their own performance.
2.
The
results of inter – field comparisons show that the degree of correlation
between some fields of the teacher self-evaluation and standardized
professional evaluation can be considered significant. These fields are :
evaluation procedures, teaching techniques, and personal traits. However the
correlation between the other fields is considered not significant. These
fields are : lesson planning, teaching aids, linguistic component and the
relationships with students.
In the light of the results of this
study, the researcher has put forward some recommendations among which are :
1.
The
standardized evaluation checklist can be used instead of the currently used one
since the former yields more information for the supervisors to make their
evaluation of teachers' performance more accurate and comprehensive.
2.
Colleges
and institutes of education should pay great attention to instill a sense of
self – evaluation in their students during the preparation courses.
The study concludes with suggestions for
further studies among which are :
1.
A
similar study can be conducted to obtain a real picture and full information on
EFL teacher's performance in Iraqi primary and intermediate schools.
2.
A
study can be carried out to evaluate EFL teacher's performance in the teachers'
training institutes in the light of his/her students' evaluation.
تفصيل قائمة المحتويات
Contents
Subject
Page No.
ACKNOWLEDGEMENTS……………………………….…VII
ABSTRACT……………………………………………...….VIII
LIST
OF ABBREVIATIONS……………………..………….XI
LIST
OF TABLES…………………………..………………XIV
LIST
OF APPENDICES………………………..……………XV
CHAPTER
ONE: Introduction
1.1Problem of the Study and its Significance………………….1
1.2Aims of the Study …………...……………………………..4
1.3Hypothesis of the Study ………………………………...….4
1.4Limits of the Study …………………...…………………....4
1.5Procedures of the Study ……………...…………………….4
1.6Definitions of Basic Terms…………..……………………..5
1.6.1 Evaluation ……………………………………………...5
1.6.2 Performance ……………………………………………6
1.6.3 Self-evaluation
…………………………………………6
1.6.4 Preparatory schools
…………………...……………….6
1.6.5 Standardized evaluation
……………………………….6
1.6.6 Professional evaluation
………………………………..7
1.6.7 Standardization
………………………………………..7
CHAPTER
TWO: Teacher Evaluation
2.1
Teacher Evaluation …………………….…………………..8
2.1.1
Factors That Affect Teacher Evaluation……….…..….9
2.1.1.1 The Teaching Method…………………………….10
2.1.1.2 Error Treatment ………………………………….10
2.1.1.3 The Evaluator's Judgment
………………...….…..11
2.2
Importance of Teacher Evaluation ….………….…………11
2.2.1 Purposes of Teacher Evaluation ……………....…12
2.2.2 Principles of Teacher Evaluation………………...13
2.2.3 Required Competencies ………………………....14
2.3
Teacher Self-Evaluation ………………………………….18
2.3.1 Views Concerning Teacher
self-Evaluation ……...…..19
2.3.2 Aims of Teacher Self-Evaluation………………….….20
2.4
Professional Evaluation ……………………………..……21
2.4.1 Definitions of Autonomy…………………………...…21
2.4.2 Autonomy vs. Authority………………………………22
2.4.2.1 Autonomy within Organizations
……………...…..22
2.4.2.2 Autonomy, Supervision, and
Power…………..…..23
2.5
Supervision Department Checklist vs.
Standardized Checklist ………………………..………….24
2.5.1 The Scale of Evaluation…………………….………….28
2.5.2 Number of Items……………………….………………28
2.5.3 The Three General Stages of
Teaching………………..29
CHAPTER
THREE: Procedures
3.1 An Introductory Note………………………...……………30
3.2
Population and Sample …………………………….……..30
3.3
The Study Tool (The Checklist)…………………………..31
3.3.1 Validity ……………………………………...………..31
3.3.2 Reliability …………………………………………….34
3.4
Final Administration ……………………………….……..35
3.5
Statistical Means ………………………………………….35
CHAPTER
FOUR: Results Discussion
4.1
Introductory Notes………………………………...………37
4.2
The Quantitative Results…………………………………..38
4.2.1 Inter – Task Comparison …………………………..…38
4.2.2 Inter – Field Comparisons………………………….…39
4.3
The Qualitative Results………………………………...….40
4.3.1 The Difference in Correlation of Teachers'
Performance
on TSE and SPE……………………….………...…….40
4.3.2 The Difference in Performance of Item Type
on
TSE and SPE..…………...……...…………………..…..41
4.3.3 The Relationship between the Teachers'
Performance on the Various
Fields…….......…......…………………....42
CHAPTER FIVE:
Conclusions, Recommendations and Suggestions
5.1
Conclusions…………………………………………..……43
5.2
Recommendations ……………………………..………….44
5.3
Suggestions for Further Studies………………………..….45
Bibliography
………………………………………………….46
Appendices
………………………...…………………………51
Abstract
In Arabic……………………………………………1
الاستنتاجات
Conclusions
As a result of investigating the teachers' performance under this study
on both TSE and SPE tasks, the following conclusions can be drawn :
1. Though
there is a statistically significant difference between the mean scores of
teachers' performance on TSE and SPE, there is an acceptable level of
relationship between the two types of evaluation. This is due to the fact that
Iraqi teachers of English are aware of their own performance.
2.Teachers have more expectation concerning their performance on T.T.
field than what they actually perform inside their classrooms and this is
perhaps due to their inadequate preparation academically.
3.
Teachers have also an element of subjectivity on T.A. field since it has least
agreement on TSE and SPE this is perhaps affected by the type of skills.
4.
Teachers have more subjectivity on L.P. field since it has least agreement on
TSE and SPE. This is perhaps due to their lack of experience. Teachers with
long experience of ELT are told by supervisors not to pay too much attention to
write detailed lesson plans.
5.
Subjectivity can also be observed on R.S. field and this is perhaps due to
their personal traits.
التوصيات
Recommendations
In the light of the discussion of the
previous section and in reference to the aims of this study, the researcher
recommends the following:
1.
The use of the standardized evaluation checklist is recommended instead
of the currently used one since the former yields more information for the
supervisors to make their evaluation of teachers' performance more accurate and
comprehensive and to help teachers to improve the effectiveness of their
teaching.
2.
Teachers should be quite aware of their performance so as to give sound
and accurate judgments on what they do.
3.
This study can be utilized in the domain of Ministry of Education in
order to guide for interest in self-evaluation as a modern style which enables
teachers to monitor their performance inside their classrooms.
4.
Modern means of communication, e.g. the internet can be used as a tool
for teachers' self-development.
5.
Colleges and institutes of education should pay great attention to
instill a sense of self-evaluation in their students.
مقترحات
Suggestions for Further Studies
The
following suggestions may be suitable for further investigations :
1.
A similar study can be conducted
to obtain a real picture and full information on EFL teacher's performance in
Iraqi primary and intermediate schools.
2.
A similar study can be carried
out to evaluate instructors' performance of universities and institutes.
3.
A study can be carried out to
evaluate EFL teacher's performance in the Teachers' Training Institutes in the
light of his/her students' evaluation.
تفصيل
قائمة المصادر
Bibliography
Ahmann, J. Stanley and Clock, Marvin D. (1975) Measuring and Evaluating
Educational Achievement (2nd ed.) Boston : Allyn and Bacon, Inc.
Anastasi, A. (1982) Psychological Testing. New York : Macmillan
Publishing Company.
Bailey, Kathleen M. (2006) Language Teacher Supervision. Cambridge:
Cambridge University Press.
Barrett, Joan (1986) The Evaluation of Teachers. ERIC
Digest 12. Paper Read at ERIC Clearinghouse on Teacher Education . Washington :
DC.
Benson, Phil and Lor, Winnie L. (1998) Making Sense of Autonomous
Language Learning. Hong Kong : English Center Monograph, No.2.
Bloom, Benjamin, Madaus, George F. and Hastings, Thomas J. (1981)
Evaluation to Improve Learning. New York : McGraw-Hill, Inc.
Borg, W. R. and Gall, M. B. (1983) Educational
Research: An Introduction. New York : Longman.
Boud, David (1981) Developing Student Autonomy in Learning. London:
Kogan Page.
Brown, H. D. (1987) Principles of Language Learning and Teaching (2nd
ed.) New Jersey : Prentice-Hall, Inc.
Carmines, E.G., and Zellar (1979) Reliability and Validity Assessment.
Beverly Hills : Sage Publications.
Clark, L. H. (1977) Psychology of
Education (2nd ed.) NewYork: Macmillan Publishing Company.
Cronbach, L. J. (1951) Coefficient Alpha and the Internal Structure of
Tests. New York : Harper and Row.
Dagher, Khalid M. (1999) "Evaluation of The Performance of
Intermediate School Teachers of English as Seen by Specialized Supervisors in
Iraq". Unpublished M. A. Thesis, University of Baghdad / College of
Education / Ibn Rushd.
Dane, S. L. (1990) "Effect of Increasing Oral Reading :
Generalization Across Reading Tasks". Journal of Special Education.
Vol.31 , No.12 , pp. 56 – 87.
Daresh, John C. (2001) Supervision as Proactive Leadership (3rd
ed.) Prospect Heights, IL : Waveland Press.
Darling – Hamond, L. (1983) "Teacher Evaluation in the
Organizational Context". Review of Educational Research, Vol.55,
No.3.
DeRoche, Edward F. (1981) An Administrator's Guide for Evaluating
Programs and Personnel. Boston : Allyn and Bacon, Inc .
Dickins, Pauline R. and Germaine, K. (1992) Evaluation. Oxford: Oxford
University Press .
Doff, Adrian (1988) Teach English : A Training Course for Teachers.
Cambridge : Cambridge University Press.
Ebel, Robert L. (1972) Essentials of Educational Measurement . Englewood
Cliffs , N. J. : Prentice - Hall, Inc.
Elifson, Kirkw etal. (1998) Fundamentals of Social Statistics (3rd
ed.) NewYork : McGraw-Hill Company.
Encyclopedia of Education, 1974 (4th ed.), New York: Macmillan.
Glass, G. V. and Stanley, J. C. (1970) Statistical Methods in Education
and Psychology. Englewood Cliffs, N. J. : Prentice – Hall, Inc.
Good, Carter (1973) Dictionary of
Education (2nd
ed.) New York: McGraw – Hill.
Gronlund, Norman E. (1976) Measurement and Evaluation in Teaching (3rd
ed.) New York : Macmillan Publishing Co. Ltd.
Harris, David P. (1969) Teaching English as a Second Language. New York:
McGraw-Hill Book Company.
Isaac, S. and Michael, W. B. (1977) A Handbook in Research and
Evaluation (8th ed.) New York : Robert R. Knapp.
Johnson, K. (2001) An Introduction to Foreign Language Learning and
Teaching. London : Longman.
Kelly, Louis G. (1969) 25 Centuries of Language Teaching . Ottawa :
Newbury House Publishers.
McGreal, Thomas L. (1988) Evaluation for Enhancing Instruction : Linking
Teacher Evaluation and Staff Development. Teacher Evaluation : Six
Prescriptions for Success. ASCD, 1-29.
Medly, O. M. (1982) Measuring Classroom Behaviour : Systematic
Observation. Chicago : Rand McNally.
Mehrens, William A. and Lehmann, Irvin J. (1991) Measurement and
Evaluation in Education (4th ed.) New York : Holt, Rinehart and
Winston, Inc.
Mousavi, Seyyed Abbas (1999) A Dictionary of Language Testing (2nd
ed.) Tehran : Rahnama Publications.
Murdoch, George (2000) "Introducing a Teacher – Supportive
Evaluation System". English Language Teaching Journal, 54 (1),
54–64.
Otto, W., Charles, W. Peters and Nathanial, Peters (1977) Reading
Problems : A Multidisciplinary Perspective. New York : Addison – Wesley Publishing
Company, Inc.
Peer Assistance and Review Guidebook. (1998) Columbus, OH: Ohio
Department of Education. Retrieved on 28/10/2008 from:http://www.utoledo.edu/colleges/education/par/successful.
html
Pfeiffer, Isobel L. and Dunlap, Jane B. (1982) Supervision of Teachers :
A Guide to Improving Instruction . Encanto : The Oryx Press.
Ramadhan, Khadija Y. (1998) "Assessing the Professional Competency
of Primary School Teachers of English in Baghdad". Unpublished M. A.
Thesis, University of Baghdad / College of Education / Ibn Rushd .
Redfern, George B. (1980) Evaluating Teachers and Administrators : A
Performance Objectives Approach. Boulder : Westview Press, Inc.
Richards, Jack C. and Rodgers, Theodore S. (1986) Approaches and Methods
in Language Teaching. Cambridge : Cambridge University Press .
Robinett, Betty Wallace (1980) Teaching English to Speakers of Other
Languages. New York : University of Minnesota Press.
Savage, Deborah A. and Robertson, Paul L. (1999) The Maintenance of
Professional Authority. London :
Routledge.
Seldin, Peter (1999) Changing Practices in Evaluating Teaching. Bolton :
Anker Publishing Company, Inc .
Siegel, Sidney (1956) Non Parametric Statistics for the Behavioural
Science. New York : McGraw – Hill Book Company.
Teacher Self Evaluation, (1996) Retrieved on
20/10/2008 from http://www.highlandschools-virtualib.
org.uk/Ltt/lifelong/teacher -self.htm
TenBrick, Terry (1974) Evaluation : A Practical Guide for Teachers. New
York : McGraw-Hill Book Company.
Verma, G. and Berd, M. K., (1981) What is Educational Research. London :
Cower Publisher Company.
Wajnryb, Ruth (1986) "Learning to Teach – The Place of Self –
Evaluation". TESL Reporter, 19(4), pp. 69 – 73.
Wallace, Michael J. (1991) Training Foreign Language Teachers : A Reflective
Approach. Cambridge : Cambridge University Press.
Wehmeier, Sally McIntosh; Colin, Turnbull Joanna and Ashby, Michael
(2005) Oxford Advanced Learner's Dictionary (7th ed.) Oxford :
Oxford University Press.
المستخلص باللغة العربية
التقويم
جزء مهم لأيّ عمل لذلك ينظم قبل وأثناء وبعد أيّ محاولة ناجحة، وبالأخص في التعليم
لتطوير قابليات المدرسين بتمكينهم من ادراك أدائهم الحقيقي والادوار المهمة التي
يقومون بها لإدارة صفوفهم.
ويحتاج المدرسون لتقويم ادائهم باستمرار لتخليصه
من النقوص من اجل تطوير المهارات المختلفة التي تخص عملهم.
والمشكلة في هذه الدراسة حقيقة ً أن المدرسين لديهم
توقعات أكثر طموحا ً عن أدائهم داخل صفوفهم من أدائهم الحقيقي، ولحل هذهِ المشكلة
فأن الدراسة تهدف إلى: 1. تقويم أداء مُدرسي اللغة الانكليزية لغة أجنبية في
المدارس الاعدادية باستعمال التقويم الذاتي، 2. تقويم أدائهم باستعمال التقويم
المهني المقنن، 3. مقارنة أدائهم في كلا التقويمين الذاتي والمهني المقنن.
لإنجاز
هذهِ الدراسة نفترض التالي: ليس هناك فرق دال إحصائيا ً بين متوسط درجات التقويم
الذاتي والتقويم المهني المقنن لأداء مُدرسي اللغة الانكليزية لغة أجنبية في
المدارس الاعدادية.
أن هذهِ
الدراسة محددة بتقويم مدرسي اللغة الأنكليزية في المدارس الأعدادية للبنين والبنات
في مدينة بغداد للسنة الدراسية 2009- 2010م.
من أجل تحقيق أهداف هذه الدراسة, تبنى الباحث
الإجراءات الآتية:
1. اختيار
عينه ممثله للمدرسين الذين يدرسون اللغة الانكليزية في المدارس الاعدادية وقد
أختار الباحث عينة بصورة عشوائية من (34) مدرسة. العدد الكلي للعينة هو (72) مدرسا
ً ومدّرسة.
2. تصميم
استمارة ملاحظة لتقويم اداء مدرسي اللغة الانكليزية لغة أجنبية.
3. عرض
استمارة الملاحظة على هيئة من الخبراء لضمان مصداقيتها.
4. تنظيم
دراسة استطلاعية لضمان ثبات أداة البحث.
5.
تطبيق
الأداة على عينة الدراسة.
ونتيجة لاستعمال الوسائل الإحصائية المناسبة لمعالجة
البيانات ولعمل المقارنات المطلوبة، توصل الباحث إلى نتائج مهمة من بينها مايلي :
1.
يشير
المعدل الحسابي لدرجات أداء المُدرسين في التقويمين الذاتي والمهني المقنن إلى
وجود فرق دال إحصائياً ولصالح التقويم الذاتي للمدرس. ويرجع هذا إلى أن المدرسين
في هذه ِ الدراسة كانوا غير موضوعيين في تقويمهم لادائهم.
2. أظهرت
نتائج مقارنات مجالات التقويم وجود ارتباط واضح بين بعض حقول التقويم. والحقول هي:
أجراءات التقويم المتبعة، الأساليب التعليمية والسمات الشخصية بينما يكون الأرتباط
بين الحقول الأخرى غير ملحوظ. وهذه الحقول
هي : خطة الدرس والوسائل التعليمية والكفاءة اللغوية والعلاقة مع التلاميذ.
في
ضوء نتائج هذه ِ الدراسة قدّم الباحث بعض التوصيات منها:
1. استعمال
استمارة التقويم المهني المقنن بدلا ً من الاستمارة المستعملة حاليا ً لأن الاستمارة
الحالية احتوت على معلومات أوفر للمشرفين لجعل تقويمهم لاداء المدرسين أكثر دقة
وشمولية.
2. يجب
أن تولي كليات ومعاهد التعليم اهتماماً كبيراً لغرس أحساس التقويم الذاتي في
تلاميذهم.
وختمت
الدراسة باقتراحات لدراسات مستقبلية منها:
1. دراسة
مشابهة يمكن أن تنظم للحصول على صورة واقعية ومعلومات كاملة عن أداء مُدرسي اللغة الانكليزية
في المدارس المتوسطة والابتدائية في العراق.
2. دراسة
يمكن أن تنفذ لتقويم أداء مُدرسي اللغة الانكليزية في معاهد إعداد المعلمين في ضوء
تقويم طلابهم لهم.
Graduation and documentation
of the message
A
COMPARISON BETWEEN TEACHER SELF-EVALUATION AND STANDARDIZED PROFESSIONAL
EVALUATION OF PREPARATORY SCHOOL EFL TEACHERS' PERFORMANCE IN IRAQ
A
Thesis
Submitted
to the Council of the College of Basic
Education / Al-Mustansiriyah University in Partial Fulfilment of the Requirements for M.A. Degree in Education (Methods of Teaching English as a Foreign Language)
Education / Al-Mustansiriyah University in Partial Fulfilment of the Requirements for M.A. Degree in Education (Methods of Teaching English as a Foreign Language)
By
ASFIYA
SABIH SHALASH
SUPERVISED By
Asst.
Prof. Abdul-Jabbar Ali Darwesh, Ph.D
September,
2010 Shawal,
1431
تخريج وتوثيق الرسالة
مقارنة بين التقويم الذاتي والتقويم
المهني المقنن لأداء مدرسي اللغة الانكليزية لغة أجنبية في المدارس الإعدادية في
العراق، رسالة ماجستير تقدم بها: أصفياء صبيح شلش، الى مجلس كلية التربية الأساسية،
الجامعة المستنصرية جزءً من متطلبات نيل درجة الماجستير آداب في التربية (طرائق
تدريس اللغة الانكليزية لغة أجنبية)، إشراف: الأستاذ المساعد الدكتور عبد الجبار
علي دروش، 1431 هـ بغداد 2010م، عرض وتوثيق رسالة ماجستير غير منشورة.
للاتصال والتواصل مع
المؤلف
07906762942 - 07713201907
العرض الالكتروني والاعلام والتبادل العلمي: ببليوغرافيا
إراكي
Display
and electronic media and scientific exchange Bibliography
Araque
http://alsafeerint.blogspot.com
alsafeerint@yahoo.com
international 00,964,7813713484
07901780841
Local
Postal Address
P.O BOX
195
BAGHDAD IRAQ
ليست هناك تعليقات:
إرسال تعليق