تقييم برامج التدريب أثناء الخدمة وأثرها طويل الأمد على ممارسات المعلمين في صفوف اللغة الإنجليزية كلغة أجنبية
DOI:
https://doi.org/10.26629/uzfaj.2026.18الكلمات المفتاحية:
الاستنباط، والتعاون، والتفكير والمشاركة الزوجية، وتطوير المعلمينالملخص
تتناول هذه الدراسة الأثر طويل الأمد لبرامج تدريب المعلمين أثناء الخدمة على ممارسات تدريس اللغة الإنجليزية كلغة أجنبية في ليبيا. ورغم الاعتراف الواسع بأهمية التدريب المهني في تحسين جودة التدريس، إلا أن الأبحاث التي تناولت آثاره المستدامة في السياق الليبي لا تزال محدودة. وباستخدام منهجية كمية، جُمعت البيانات من 75 معلمًا للغة الإنجليزية كلغة أجنبية في المدارس الحكومية ممن حضروا برامج تدريب أثناء الخدمة. وتشير النتائج إلى أن معظم المعلمين يطبقون باستمرار استراتيجيات تركز على المتعلم وتتسم بالتفاعلية، والتي طُرحت خلال التدريب، بما في ذلك التعلم القائم على المهام، وتقنيات طرح الأسئلة، والأنشطة التمهيدية، والتخطيط المنظم للدروس، وأساليب الاستنباط. وتُشير هذه النتائج إلى تأثير إيجابي طويل الأمد للتدريب أثناء الخدمة على الممارسات التربوية. ومع ذلك، رُصدت عدة تحديات، منها كمية العمل الثقيل المناط للمعلم، وعدم انتظام دعم المفتشين، وعدم التوافق بين محتوى التدريب ومستويات إتقان الطلاب للغة، وتفاوت درجات التشجيع المؤسسي. في حين تُظهر برامج التدريب أثناء الخدمة أثرًا تربويًا ملموسًا، فإن فعاليتها تعتمد على التوافق مع السياق، والدعم الإداري، والاستجابة لواقع الفصول الدراسية.
المراجع
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