أثر برامج التكوين أثناء الخدمة في إكساب أساتدة التعليم الإبتدائي

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dc.contributor.authorميهوب، خير الدين
dc.contributor.authorفنطازي، العمري
dc.date.accessioned2026-01-26T10:00:54Z
dc.date.available2026-01-26T10:00:54Z
dc.date.issued2025
dc.description.abstractAbstract 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.
dc.identifier.urihttp://dspace.univ-skikda.dz:4000/handle/123456789/5814
dc.language.isoother
dc.publisherجامعة 20 اوت 1955 سكيكدة
dc.subjectبرامج التكوين
dc.subjectأساتدة التعليم الإبتدائي
dc.titleأثر برامج التكوين أثناء الخدمة في إكساب أساتدة التعليم الإبتدائي
dc.title.alternativeمهارات التدريس بالكفاءات
dc.typeThesis
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