دور برنامج التربية العملية في اكتساب المهارات التدريسية لدى طلبة معاهد علوم و تقنيات النشاطات البدنية و الرياضية

Title of the Study : The Role of Practical Education for the Students of the Institutes of Pysical Education Technical Activities and Sciences to Acquire Teaching Skills. Aims of the Study : The study aims to : - Know to what extent does the programme of practical education contribute to the students’ acquisition of teaching skills. - Know the relationship between the programme of practical education and the indicators of teaching skills ( planning skills, executive skills, evaluation skills, classroom management and communication skills). - Know the most important teaching skills that the students acquire along their university training and how compatible those skill are with the teaching of physical education. - Clarify how the practical education contributes to train the students, to improve their abilities, and to better the teaching of physical education. The Research Problem: Does the programme of practical education contribute to the students’ (of the Institutes of Physical Education Technical Activities and Sciences) acquisition of teaching skills? Is there any statistical relationship between the programme of practical education and teaching skills indicators for both teachers and students? Research Approach: the study is based on a discriptive correlational approach. Population of the Study: third year LMD students of Kinetics and Sports Training (at the Institute of Physical Education Technical Activities and Sciences in Biskra University) serve as the population of the study and their total number is 204 students for the academic year 2017/2018. Data Collection and Analysis Procedures: The adopted two data collection tools ( a students’ questionnaire and an observation net addressed to the participant teachers). Both data collection methods contained (76) expressions divided into four fields that represent the teaching skills (planning, execution, evaluation, classroom management and communication). The content validity was affirmed by calculating the intrinsic validity and the internal consistency using Pearson’s Correlation Coefficient. Moreover, the reliability of the tools was affirmed by using Gitman’s Split-half method as well as Cronbach’s Alpha Reliability Coefficient. The collected data were treated by ( SPSS). ملخص الدراسة The Main Results: - The programme of practical education contributes to the students’ (of the Institutes of Physical Education Technical Activities and Sciences) acquisition of teaching skills from both teachers and students point of view. - Different views are shared by the participant teachers and the students in terms of whether the programme of practical education contributes to the acquisition of teaching skills for the students themselves. - From both teachers and students point of view, there is a significant statistical relationship between the programme of practical education and teaching skills indicators. Research Recommendations: - There should be more focus on the different phases of the practical education taking into consideration the time alotted to each phase. - Pay more attention the practical side of the teaching skills through the application sessions and try to make a balance betweent what the students learn theoretically and what they are able to do when it comes to the practical side of it. - Evaluation tools should focus on the students’ performance concerning teaching skills. - The use of the suggested samples of evaluation cards and the questionnaire adopted in the study beforehand in the process of evaluating the students, moreover, they can be used by the inspectors to evaluate the teachers during the confirmation sessions. - Involve the principal and the teacher in the process of evaluating the student through the use of observation cards designed by the committee in charge of the execution of the programme of the practical education. Add to that, create an evaluation cards which contain the different basic teaching skills and to be filled in by university supervisors