ملخص الدكتوراه

  

Introduction:

Language instruction is considered one of most crucial issues that faces the human community. This is because language is the store of culture and the maker of progress and prosperity. Teaching a language is a means by which the society keeps its cultural identity and the continuity of the generations.

The importance of language instruction increases in the Islamic Arabic society. This is due to the integral relationship between the Arabic language and religion. The Arabic language is the Koran’s matrix. Thus, the Arabic language is a tool for knowledge and a means of comprehending religion. It’s difficult of understand the holy Koran without knowing the Arabic language.

Teaching Arabic language suffers from a real crisis in our society. This is an old problem witch resulted from traditional educational practices. The problem was detected in a number of educational references that are concerned with language. Some conferences and seminars interested in  learning and teaching the language have also witnessed this problem.

The crisis of the Arabic language has bothered many educators. They pointed out that the solution is to maintain an intellectual revolution. It is viewed here as an instrument to review the language and the methods of teaching it since language is thought.

There is no doubt that language teacher is one of the main elements that contribute to the success of this revolution and he is seen as the leader because he assumes a crucial role in preparing the new generation.

The teacher who leads this revolution is not the source of power in the classroom or the main store of knowledge. In the recent educational research, his role has changed; he is seen as a teacher and a learner at the same time. This type of teacher contemplates his practices and evaluates them continuously and assesses his learners regularly. This teacher plans the educational situation and manages it effectively in order to provide his learners with a suitable learning environment that facilitates developing a thoughtful personality. This leaner is able to search for resources of knowledge, select, analyze, criticize, organize and use it.

Consequently, the burden thrown on the educational institutions for teacher preparation in general and the Arabic language teacher in particular.

These challenges that stem from two main phenomena affecting the educational movement in our Arabic community.

The first phenomenon in that knowledge has been doubled extensively in all domains; namely the technical and scientific revolution.

The second phenomenon is the changes that took place in the universal system since 1989 which contributed to the superintendence of the united statesof American on the political, economical, cultural and military aspects of the world .

Globalization is the natural result of these two phenomena. Its attempts started in the economical domain liberating the commerce. This means that the culture of the west prevails the world countries. On the other hand, the non-western countries abandon their cultural identities.

In light of the afore mentioned aspects. It seems that education the Arab community is required to follow non traditional form in the various educational stages. Arabic schools and universities need to change with regard to the aims, content, methods of teaching in order to face this knowledge epoch. The Arab community will not occupy a respectable place in this epoch unless the learners become thoughtful and good users of technology. Moreover, learners need to be creative and innovative not followers and stereotypes.

Hence, the prospective higher education is not limited to educate generations whose only mission is to keep the cultural inheritance. It needs to open doors for thinking and contemplation. Individuals should be provided with multiple chances to express themselves.

These characteristics applies for the teacher preparation programs in the various specializations. It seem so important in Arabic language teacher preparation in particular. In this respect, language processes knowledge and achieves communication. It keeps the cultural identity of the community. This requires developing teacher education programs with regard to aims, content, methods of teaching, activities and assessments.

The Study Problem:

          In light of the aforementioned introduction, the problem can be stated as follows:

This recent study stresses the need to design our curriculum, prepare the Arabic language teachers on the basis of Islamic, Arabic principles. This helps in designing a program for preparing Arabic language teachers. The questions of the study were as follows:

1.     What are the basic fundamentals in the Islamic conception that help in evaluating the Arabic language teacher preparation program and developing it in Faculties of Education?

2.     To what extent are these fundamentals available preparation in Faculties of Education?

3.     How can Arabic language teacher preparation programs be developed inEgyptin light of the previous fundamentals?

Imitations of the study:

A)   The Arabic language teacher preparation program is evaluated. The study is conducted inAlexandriaUniversity. Moreover, the rest of the study data were completed in other Faculties of Education inEgypt. The selected faculties are required to represent all the universities of the republic.

B)     The study is based on an interactive system for Arabic language teacher preparation.

C)   The evaluation and development entails the following:

-                  The specialized courses of Arabic language teacher preparation programs in Faculties of Education.

-                  Professional courses.

-                  Courses that support this preparation in order to investigate their relation with the efficiency of Arabic language teacher preparation.

Procedures of the study:

          The study procedures were as follows :

1.     Introducing a theoretical framework that melodies the Arabic education challenges in the twenty first century. It  presents the reaction of the world system towards the Arabic language. It constitutes the philosophy of Arabic education and the preparation of its teachers. It also introduces the fundamentals that form cornerstones for Arabic language teacher preparation program derived from the fundamental values in our Arabic Islamic culture.

2.     The evaluative study of the Arabic language teacher preparation program. It involves the following:

1)    Designing the study tools.

2)    Establishing the validity & reliability of the study tools.

3)    Statistical treatment of data.

4)    Interpreting study results.

3.     The suggested program for Arabic language teacher preparation that meludes:

-            The criteria for admission in the Arabic language department.

-            The aims of the program.

-            The plan of the study.

-            Description of the suggested program courses.

-            Ways of assessment.

-            A suggested design for the teaching practice.

Results of the study:

The results of the study were as follows:

- There is no clear philosophy with regard to the required planning for teacher preparation especially, the Arabic language teacher. This is reflected on what the student teacher studies in Faculties of education. This has led to weaknesses concerning the course description of the Arabic language teacher concerning the aims, content, methods of teaching. This applies to the various aspects of preparation: Specialization, cultural and professional which contributed to teachers’ dependence on their own experience without considering the benefits of what is being taught interactive preparation of the student teacher.

- There is no consistency concerning the specialized academic courses and the psycho-educational courses. Furthermore, it has no connection with the cultural courses in the preparation programs.

- The preparation program does not focus on the religious, moral and professional aspects.

- The admission of the students in the Arabic language department is not based on the results of accurate oral and written tests that measure their level of linguistic performance. Moreover, there are no tests that measure their ability concerning scientific thinking or their cultural level.

- The teacher preparation program does not contain a description of the current Islamic issues.

- There is no obvious philosophy for the teaching practice program. There is no connection between the specialized courses and the practical subjects. Furthermore, the evaluation methods are completely invalid.

- The current situation of assessing the student teacher’s performance indicates that the thinking skills are ignored. The tests only measures  his ability to memorize and recite in the testing situation.

-  The courses of the preparation program are not considered a response for the required competence.

- The teacher preparation practices that guide the program ignore the basic Islamic fundamentals in the Islamic thinking.

Recommendations of the study:

          In light of the data of the present study, the following are some recommendations:

1-           The study period in the Faculty of Education need to be extended for five years. It is considered the low level for enabling the prospective teachers to practice the Arabic language teachers in schools.

2-           Rebuilding the present program for Arabic language teacher preparation in light of the suggested companions of the present study.

3-           Establishing a plan for scientific research adopted by faculties in light of the Islamic fundamentals.

4-           Replacing the “book “ with a “teacher’s guide” that entails the educational purposes of each course.

5-           Organizing the programs through which the faculties of education cooperates with the educational administration to follow up the new teachers’ performance.

6-           Executing cooperative research studies to bridge the gap between theory and practice.

7-           Supervision on teaching practice and training students in the micro teaching sessions should not (Lecturer at least). This mission should not be undertaken by demonstrators or Assistant Lecturers.

8-           Setting standards for selecting demonstrators and promoting lecturers in faculties of Education.

9-           Setting standards for admission concerning the Arabic language student teacher in faculties of education.

10-      Setting a criteria for the continuity of the teacher by presenting evidence of professional development.

11-      Adopting the assessment methods that reflect the content of the current study.

Suggestions of the study:

          The present study involves the following suggestions:

1.      An evaluative developmental study for teacher preparation in other specializations in light of the Islamic conception.

2.      Rebuilding the Arabic language curricula at all the educational stages in accordance with the fundamentals of Islamic conception and the nature of language learning.

3.      Designing comparative studies for Arabic language teacher preparation programs in the other Arabic countries in light of the Islamic Fundamentals.

4.      Designing courses in Arabic language for students enrolled in higher education in various faculties to enable them to acquire the accurate language production.

 


إعلانات مهمة للطالبات

  • اختبار أعمال السنة 1 لمقررمبادئ البحث التربوي  لشعبة 129يوم الأربعاء  الموافق4-12- 1434


أرقام الاتصال

أرقام الاتصال

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الساعات المكتبية

الساعات المكتبية

اسعد باستقبال طالباتي في الأوقات الآتية :

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إحصائية الموقع

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