أثر برامج التكوين أثناء الخدمة في إكساب أساتدة التعليم الإبتدائي
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Date
2025
Authors
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Journal ISSN
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Publisher
جامعة 20 اوت 1955 سكيكدة
Abstract
Abstract
This study aimed to investigate the impact of in-service training programs on equipping
primary school teachers with teaching skills aligned with the competency-based
approach, in light of the rapid transformations affecting the Algerian educational system
and the growing need to develop teachers’ professional competencies. The significance
of this topic stems from the shifts imposed by the adoption of the second-generation
competency-based model as the official pedagogical framework, which requires effective
training that meets the model’s demands and enhances teachers’ actual instructional
practices.
The research addressed a central question: To what extent do in-service training
programs contribute to the development of teaching skills in line with the competencybased approach among primary school teachers? This was examined by comparing
teachers’ perceptions of the effectiveness of such programs with their observed
classroom performance.
The study aimed to evaluate the impact of these programs by assessing teachers’ mastery
of planning, implementation, and evaluation skills within the framework of the
competency-based approach, and by identifying performance differences based on
training participation.
A descriptive-analytical methodology with a causal-explanatory orientation was adopted.
Two primary tools were used for data collection: a questionnaire designed to evaluate
teachers’ perceptions of the training programs and their impact, and an observation
checklist to assess actual classroom performance. Quantitative analysis tools were
employed to identify relationships and general trends.
The results indicated that teachers who benefited from in-service training programs
demonstrated a higher level of mastery in several competency-based teaching skills,
particularly in lesson planning and the diversification of instructional strategies.
However, the findings also revealed several shortcomings in the training programs,
especially regarding the trainers' competencies and the training environment.
The study concluded that in-service training programs play a positive role in improving
pedagogical performance, yet they require restructuring in terms of content, practical
application, and supervision.
The study's key contributions lie in offering a methodological framework to assess
training impact by linking teachers' perceptions with actual performance and in providing
practical recommendations to enhance the effectiveness of in-service training programs
for primary school teachers in support of the implementation of the competency-based
approach الملخص
سعت الدراسة إلى البحث على أثر برامج التكوين أثناء الخدمة في إكساب أساتذة التعليم الإبتدائي مهارات التدريس بالكفاءات و قد عالجت إشكالية رئيسية مفادها إلى مدى تسهم برامج التكوين أثناء الخدمة في إكساب اساتذة التعليم مهارات وفق المقاربية بالكفاءات و ذلك من خلال مقارنة ارائهم حول فعالية هذه البرامج. كما هدفت الدراسة إلى تقييم أثر هذه البرامج من خلال التعرف على مدى إمتلاك الأساتدة مهارات التخطيط.و التقويم في ضوء المقاربة بالكفاءات.
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Keywords
برامج التكوين, أساتدة التعليم الإبتدائي