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الكشف عن واقـع ممارسات معلمات الطفولة المبكـرة لبيداغوجيا التعاقد في مدارس الإسناد

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Title: الكشف عن واقـع ممارسات معلمات الطفولة المبكـرة لبيداغوجيا التعاقد في مدارس الإسناد (Arabic)
Alternate Title: Revealing the reality of early childhood teachers' practices of contract pedagogy in Esnat schools. (English)
Authors: يم بنت جزاء حمود الحربي, فاطمة عبد الله محمد العقلا
Source: Journal of the Faculty of Education, Assuit University; Jun2024, Vol. 40 Issue 6, Part 2, p305-327, 23p
Subject Terms: EARLY childhood education, TEACHER training, TEACHING methods, ELEMENTARY schools, EDUCATIONAL benefits, CROSS-sectional method, EDUCATIONAL support, TEACHING teams
Geographic Terms: RIYADH (Saudi Arabia)
Abstract (English): The study aimed to determine the reality of early childhood teachers' practices of contract pedagogy in support schools, and to reveal the extent to which they practice the principles of contract pedagogy: the principle of freedom, the principle of negotiation, and the principle of commitment. The study used the descriptive survey method, where the researcher prepared a questionnaire that was applied to a sample of primary grade teachers. In government early childhood schools in Riyadh, the number of them reached (150) teachers. The results of the study showed that the general arithmetic mean of the reality of early childhood teachers' practices of contract pedagogy was (2.52), and it came with an estimate that always occurs. The results also showed that there were no statistically significant differences in the responses of early childhood teachers to the reality of their practice of contract pedagogy attributable to the academic qualification variable in all areas of study. The results showed that there were no statistically significant differences in the responses of early childhood teachers to the reality of their practice of contract pedagogy due to the variable years of experience in all fields of study. The study recommended the importance of enrolling early childhood teachers in support schools in training courses on the role of the teacher and the child in the educational process in light of modern theories. [ABSTRACT FROM AUTHOR]
Abstract (Arabic): هدفت الدراسة إلى الوقوف على واقع ممارسات معلمات الطفولة المبكرة لبيداغوجيا التعاقد في مدارس الإسناد، والكشف عن مدى ممارستهن لمبادئ بيداغوجيا التعاقد: مبدأ الحرية، مبدأ التفاوض، مبدأ الالتزام، واستخدمت الدراسة المنهج الوصفي المسحي، حيث أعدت الباحثة استبانة طُبقت على عينة من معلمات الصفوف الأولية في مدارس الطفولة المبكرة الحكومية بمدينة الرياض وبلغ عددهن (150) معلمة. وأظهرت نتائج الدراسة أنّ المتوسط الحسابي العام لواقع ممارسات معلمات الطفولة المبكرة لبيداغوجيا التعاقد (2.52)، وجاءت بتقدير يحدث دائماً، كما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية في استجابات معلمات الطفولة المبكرة لواقع ممارستهن لبيداغوجيا التعاقد تُعزى لمتغير المؤهل الدراسي في جميع مجالات الدراسة، وأظهرت النتائج عدم وجود فروق ذات دلالة إحصائية في استجابات معلمات الطفولة المبكرة لواقع ممارستهن لبيداغوجيا التعاقد تُعزى لمتغير سنوات الخبرة في جميع مجالات الدراسة. وأوصت الدراسة بأهمية إلحاق معلمات الطفولة المبكرة في مدارس الإسناد بدورات تدريبية حول دور المعلمة والطفل في العملية التعليمية في ضوء النظريات الحديثة. [ABSTRACT FROM AUTHOR]
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Database: Complementary Index
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Abstract:The study aimed to determine the reality of early childhood teachers' practices of contract pedagogy in support schools, and to reveal the extent to which they practice the principles of contract pedagogy: the principle of freedom, the principle of negotiation, and the principle of commitment. The study used the descriptive survey method, where the researcher prepared a questionnaire that was applied to a sample of primary grade teachers. In government early childhood schools in Riyadh, the number of them reached (150) teachers. The results of the study showed that the general arithmetic mean of the reality of early childhood teachers' practices of contract pedagogy was (2.52), and it came with an estimate that always occurs. The results also showed that there were no statistically significant differences in the responses of early childhood teachers to the reality of their practice of contract pedagogy attributable to the academic qualification variable in all areas of study. The results showed that there were no statistically significant differences in the responses of early childhood teachers to the reality of their practice of contract pedagogy due to the variable years of experience in all fields of study. The study recommended the importance of enrolling early childhood teachers in support schools in training courses on the role of the teacher and the child in the educational process in light of modern theories. [ABSTRACT FROM AUTHOR]
ISSN:11102292