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Dr. Hamdy Ahmed Mahmoud Hamed<\/span><\/strong><\/span> Abstract:<\/span> Introduction:<\/span> \n: Background of the Problem<\/span> : Problem of the Study<\/span> : Questions of the Study <\/span> : Aims of the Study<\/span> : Significance of the Study<\/span> \n: Delimitation\u2019s of the Study<\/span> : Terminology of the Study<\/span> \nFirst, the theoretical framework<\/span><\/p>\n 1. The nature and characteristics of the teacher in the primary school:<\/span> 2. Action Research: definition and afternoon when the term? , Important and why the act Research?<\/span><\/p>\n First proposed the term: “Search procedurally in English,” is the Kurt Lewin Institute and so in 1944, where known activity as research comparative about the conditions and the effects of procedural social factors which lead to a change in these proceedings, relying on steps to spiral upward, all circular step include planning, then followed by the implementation and effectiveness of upward results, thus restoring those circular steps to the highest level so that we get in the end on the top of the results that address the problems of existing educational reality.<\/span> Research objectives and procedural functions<\/span> Find the procedural characteristics:<\/span> – Action Research specific procedural and a local deal with a certain phenomenon and focuses on the specific cases in time and space:<\/span> – Find the procedural type of survey:<\/span> Problems experienced by the Educational Researcher:<\/span> 3. skills and teaching practices and educational classroom in social studies course for fifth grade Primary:<\/span><\/p>\n Sufficiency are: scientific knowledge article or acquire skills, it also means the individual’s ability to translate what they have learned in real life situations.<\/span> Performing teaching skills:<\/span> \n Second: Search Procedures<\/span> \n B- activity card :<\/span> \n C – narrative record card:<\/span> \n
\nAssistant professor Of Curriculum and Methods Of Teaching<\/span><\/em><\/span>
\nFaculty Of Education – Helwan University<\/span><\/em><\/span>
\nArab Republic of Egypt<\/span><\/em><\/span><\/p>\n
\nCalls recently appeared to support an active role for the teacher in the educational decision making through submission of proposals and perceptions of phenomena experienced by schools, and these proposals come only if the teacher study these phenomena, track and a statement of strength and weakness and provide alternatives points and this means that the teacher that the conduct research in the field and in the classroom primarily appeared the name of “teacher researcher” in the literature of many countries.<\/span>
\nSince this study confirms the importance of improving teaching practices and competencies necessary for teachers of the fifth \/ sixth grade and in Social Studies of what those skills and teaching practices of great importance in the functioning of the educational process in the classroom and preparing a generation capable of future challenges, led by the teacher conscious and example.<\/span>
\nThe importance of the theoretical part of the study to enrich the study and definition of the relevant educational process research procedural and its role and that it is time to apply this type of search in all Egyptian schools and focus on the skills and teaching practices in the classroom in the Social Studies even make them material attractive study to examine them more than to be repulsive them.<\/span>
\nThe study resulted in that the teachers should focus on the role of action research in the treatment of problems of the teacher and it gives him the self-confidence in educational decision-making, where the existing teacher addressed the research of many teaching skills and practices that were carried out after reflection and Altvakr paid by repeatedly process and again during the monitoring of all problems in the classroom with his disciples during his performance in social studies for students in the fifth grade \/ sixth the primary.<\/span>
\nWhere the sample left daily notes on teaching practices, which was going through in the classroom with his students while teaching, and also monitoring for a number of teaching activities carried out with his disciples in a sufficient description of the position of teaching as a phenomenon educational and comment on them, and then began Statistics reflection process, which comprise of axes: What happened? , How I feel about what happened? And what I learned from this situation? , Then finally the newspaper reflection structure, which came axes as follows: What did you do? , What I learned then finally how they can apply what I’ve learned? , The sample has documented many of the educational practices and teaching skills, and offered to the strengths and weaknesses and addressed her problem in those practices are weak and teaching skills.<\/span>
\nThe researcher teacher perceptions and proposals of value with the addition of some procedural proposals -qam out of helped him and guided him in the search – in order to improve teacher performance and development of the educational process after the turn, the teacher in the research, this addressed the proposals and recommendations of many of the important points in the action research on the level of schools Republic, especially in basic education.<\/span><\/p>\n
\nThe action research alternative for Educational Research, which was based on the study of other research, also from the applied research directed towards solving the problems faced by the workers where the practitioner examines the performance and scalability by identifying the problems faced by both the educational, social or psychological problems and will solve them using appropriate scientific methodology. It believes such research to the supervisor best resident to experience the educational and encourages him to develop educational theories based on practices, and under this research conditions and practices that can researcher teacher make a difference where in the desired direction and not exposed to aspects of that supervisor can not interfere with them or change them as it is possible to be the study of the processes and methods used in the field of work in a scientific manner in order to be tested and increase the effectiveness and discover new ways more convenient, “which is described as a way of working which helps us to recognize the things that we believe in, and then work systematically to make these things that we believe in the truth.” (Mohammed Eldridge, 2003).<\/span>
\nAnd the role of action research is to improve the educational process in the school environment scope and provides this research quick solutions to fix the problems that need to speed in the solution and only worsened as well as eliminates Find the gap between traditional research and the practice of the teacher in the classroom through knowledge and assets of pedagogy to solve problems the application, and can be developed teacher performance and the exchange of experiences and skills among teachers in the field of teaching, and help these search teachers to recognize new developments in education, and also helps them to develop scientific thinking in the evaluation of issues, analysis and ask questions, data collection, interpretation and help Find a teacher on the development of speech and writing skills and the exploration and investigation of different sources, and improving educational methods and school management by introducing modern trends dealing with the development of this administration (Abdul Latif Hussein Haidar, 2004).<\/span>
\nFrom here came this research to improve the skills and teaching practices by the teachers of the fifth \/ sixth grade and in Social Studies, where spotted research sample and two teachers from each semester – fifth and sixth grades Primary – teaching practices and skills they perform in the classroom during the teaching material social studies, so making it Researcher educator teacher which the objective of which is based on the teacher or the number of teachers in the educational field within the school, making for this type of research different scientific results completely for academic research carried out by researchers at the university level act Research.<\/span>
\nTo this must be on the educational departments and schools affiliated to adopt this type of research and the organization of consecutive workshops make this kind of research culture prevalent among teachers, and the condition live teacher and increase incentives in the field of work, and this leads to the treatment of many problems, in fact, educational and who sometimes indescribable Educational Research traditional.<\/span><\/p>\n
\nFirst, the exploratory study<\/span>
\nThe researcher conducted a prospective study to know the reality of teaching practices for teachers of fifth grade \/ sixth in Primary Social Studies, the study included two aspects:<\/span>
\n1- questionnaire for mentors and teachers:<\/span>
\nResearcher prepared a questionnaire, has been applied to a number (6) of mentors, and the number (10) of those who teach the teachers decision of social studies for students in the fifth \/ sixth grade number (4) of Maadi management education schools, in order to know the following:<\/span>
\nA) the extent of being able to correct practices and teaching skills.<\/span>
\nB) the extent of activation of practices and teaching skills while teaching social studies course for students in the fifth grade \/ sixth the primary.<\/span>
\nC) the extent of the importance of activating the teaching practices while teaching social studies course for students in the fifth grade \/ sixth the primary.<\/span>
\nThe researcher found after the application procedure for this questionnaire to the following results:<\/span>
\nA. confirmed rate (93.42%) of the study sample the dearth of information available to them on the practice and teaching skills.<\/span>
\nB) confirmed rate (85.70%) of the sample study on the difficulty of activating practices and teaching skills in the classroom with the current educational problems.<\/span>
\nC) confirmed proportion (99%) of the study sample the importance of activating practices and teaching skills in the classroom in the subject of social studies for students in the fifth grade \/ sixth the primary.<\/span>
\n: 2. The personal interview with the disciples<\/span>
\nResearcher held an open interview with a number (60) male and female pupils, at a rate of 6 classes for fifth grade \/ Sixth Primary number (4) schools from the Department of Maadi educational schools, in order to know how to activate practices and teaching skills in the classroom in the material studies Social for students in the fifth grade \/ sixth the primary.<\/span>
\nThe following questions about the interview took place:<\/span>
\nA. What teaching practices and competencies circulating in the Chapter during class?<\/span>
\nB) what your role in those practices and teaching skills, which fulfilled during class?<\/span>
\nC) To what extent activation of practices and teaching skills in the classroom in Social Studies?<\/span>
\nThrough the questions that interview, the researcher suggested the following results:<\/span>
\nA. confirmed rate (23.34%) of the study sample that have simple information about teaching practices and competencies circulating in the Chapter during class.<\/span>
\nB) confirmed proportion (99%) of the study sample that simple their participation in those practices and teaching skills.<\/span>
\nC) confirmed rate (95.11%) of the study sample twice to activate practices and teaching skills in the classroom in the Social Studies.<\/span>
\nSecond, research and previous studies Results<\/span>
\nMany of those interested in the field have raised procedural research studies on this area confirms its importance, including:<\/span>
\n): 1. Walid Yousef study (2015<\/span>
\nAnd titled: “The impact of the use of public piers and directed learning in a web of social networks educational environment in the development of procedural research planning skills of graduate students, and the development of attitudes towards scientific research, and self-efficacy they have\u201d.<\/span>
\nIt aimed to identify learning trusses type best suited (public, versus oriented, as opposed to both) in the social Web networks environment, and with regard to its impact in each of the development of the Research procedural planning skills of graduate students and the development of attitudes towards scientific research, and self-efficacy have, The research findings have resulted in no statistically significant differences at the level \u2264 0.05 between the mean scores of students of the three experimental groups in the evaluation of product card (plan to discuss procedural) and the measure of self-efficacy in students research sample, to Salj two groups: the first studied in the web social networking environment During Daammelt public learning, as well as the third group, which studied using trusses General and directed together learning compared to the second group studied through the pillars of learning directed only did differences between both public struts show, public struts and directed together at the same in the two variables followers of former, as well as the results indicated the lack of statistically significant differences at the level \u2264 0.05 between the mean scores of students of the three experimental groups due to the influence of the basic pillars of learning to type in all of the collection of knowledge related to the skill, and the direction of students towards scientific research.<\/span>
\n): 2.Mohammed Khamis safety study (2009<\/span>
\nIt was titled: “Building a training program and measure its impact in the development of action research skills of social studies teachers\u201d.<\/span>
\nThe study aimed to detect the effect of a training program in the development of research skills procedural among a sample of social studies teachers in the Educational Directorate of Irbid First, the study sample consisted of (15) a teacher of social studies teachers.<\/span>
\nTo achieve the objectives of the study, the researcher developed a test to detect the level of social studies teachers in action research skills are of (50) items.<\/span>
\nThe study results indicated that the total score to test the knowledge of social studies teachers in action research skills and sub-grades for the same skill level has been below the level of proficiency.<\/span>
\n) : 3. Louis Lim Louis Lim study (2007<\/span>
\nIt was titled: “sports writing on developing an understanding of the tenth grade subjects Applied Mathematics students: Search procedural effects\u201d.<\/span>
\nGoal Action Research Cooperative to test the effect of standard contact sports to collect tenth grade students in applied mathematics topics, where evolved the idea of seeking a collaborative effort, shared between a teacher of mathematics at the high school in Toronto (Canada) and a university professor in the University of North Carolina (USA), Many of the tools for data collection employment: the sheets daily (Journals), writing free (free-writing) and the conduct of life for students (math autobiography), the official clerical appointments, bags and performance (portfolio). Contributed to previous tools to emphasize the role of sports writing is to help students develop their understanding and attitudes towards mathematics, and the results showed that the students’ understanding has improved through the exercise of many diverse clerical activities, and those activities provided evidence on the evolution of skills and metacognitive. The research also showed that the students ‘resistance to free writing CVs own led to increase students’ awareness and thus improve their attitudes towards mathematics. And a conclusion has been through this research that the research of the kind of procedural action contributes to stimulate cooperative relations and improve educational practices and support the desired change.<\/span>
\nMany studies have emphasized the importance of activating the procedural research for the treatment of the problems facing the teacher taught or during the performance of activities that must be performed.<\/span>
\nThird, some of the recommendations of the Arab and international conferences:<\/span>
\nSeveral conferences Egyptian and international projects and certainly the importance of the act Research (procedural) in addressing the problems of teaching the teacher is the most important of these conferences:<\/span>
\n1. The Conference action research cope improve the profession of teaching efforts (2010 ):<\/span>
\nWhere the third annual conference of the College of Education \/ University of Qatar confirmed on :<\/span>
\n– Promote the concept of lifelong learning, by offering cutting-edge research that provide experiences for teachers and serious ways and new applications within their ranks that free them from dependence on foreign culture.<\/span>
\n. – The role of teachers actor in cognitive and creative development of the learners<\/span>
\n– Communication between teachers is necessary because it will yield learning outcomes for our students in the schools.<\/span>
\n– Scientific research provide teachers with new experiences and new ways seriousness and applications within their ranks that free them from dependence on foreign culture as the most dependent on internal capabilities available in schools, both the financial means or educational or even professional.<\/span>
\n– Enable teachers of tools and research skills will enable them to transfer these skills to their students.<\/span>
\n– Organizing training workshops for teachers in the field of scientific research and research and procedural allocation Prize for the best research procedurally.<\/span>
\n2. The fourth annual conference of the search procedural (2012):<\/span>
\nThe conference stressed the enrichment of different teachers experience of professional practices and successful exchange these experiences with professional colleagues, as this conference said classroom teachers from kindergarten to twelfth grade and who have demonstrated interest in research and they want to expand the experiences and practices in order to improve school performance, to the stages of primary and lower secondary education , secondary and post-secondary, and also teachers and leaders in schools, who conducted the research.<\/span>
\nAnyone who studies in the educational reality observed scarcity of procedural research, despite the significant role in the diagnosis of negative phenomena and to find appropriate solutions, there must be restoration of this research through outreach workers in the field of education – the teacher, the student, educational supervisor, the school principal – their importance but forums should be organized periodically to discuss whether the ministry or region or even school level, in order to reach a prompt and successful solutions to ensure the educational process in the course of walking.<\/span>
\nIt is during the previous measures taken by the researcher need to make sure that the teacher address the problems within his class and in particular the various teaching practices and competencies.<\/span><\/p>\n
\nFind a problem represented as follows :<\/span>
\nPoor performance of teachers of fifth grade \/ sixth-primary schools in practices and teaching skills in the classroom during their performance in the share of social studies .<\/span><\/p>\n
\nTry searching to answer the following questions:<\/span>
\n? 1. What happens now<\/span>
\n? 2. How this is a problem that needs to be resolved<\/span>
\n3. What practices and teaching skills which are made on a daily basis during the performance in the share of social studies for grades V and VI Primary ?<\/span>
\n4. What activities they are exercised during the performance in the share of social studies for grades V and VI Primary?<\/span>
\n5. What the Educational phenomena that drew your eyes during the performance in the share of social studies for grades V and VI Primary?<\/span>
\n6. What did you learn and how you can apply what you have learned during the development work that way in solving the Educational problems you’ll meet during your work in the quota?<\/span><\/p>\n
\nFind goal to achieve the following:<\/span>
\n1. identify the practices and modern teaching skills in the educational field in terms of what actually applied by the teacher in the classroom on the other hand.<\/span>
\n2. development practices and teaching skills reflect by the teacher and review his performances in the classroom.<\/span>
\n3. 3. verification of practices and the development of teaching skills among teachers of fifth and sixth grades Primary in teaching social studies.<\/span><\/p>\n
\nSearch may be useful as follows:<\/span>
\n1. Know the skills and practices and teaching skills as the overall behavior and the behavior of the teacher, which include knowledge, attitudes and skills when he performed the work efficiently and effectively.<\/span>
\n2. teacher benefit by exploring teaching practices and teaching skills and attempts to improve them in the classroom.<\/span>
\n3. emphasis on teaching skills and practices that were in the classroom during the teaching of social studies for students in the fifth grade \/ sixth the primary.<\/span><\/p>\n
\nFind committed to the following limits:<\/span>
\n. 1. (2) a teacher of teachers of fifth and sixth grade<\/span>
\n2. teaching competencies and skills needed.<\/span>
\n. 3. Book social studies for grades fifth and sixth the primary<\/span><\/p>\n
\nIt has been defined search terms procedurally according to the following:<\/span>
\nAction Research:<\/span>
\nIntended in this research as “research process – applied, in which the researcher also be practiced (the teacher), and tries to use the research as a way to reflect in its activities and take appropriate decisions in order to improve performance\u201d. <\/span>
\nCompetencies and skills teaching :<\/span>
\nIntended in this research as “all the actions and behavior of social studies teachers Ba fifth and sixth grade primary, which includes knowledge, attitudes and skills during the educational situation this behavior is characterized by a high level of accuracy\u201d.<\/span>
\n: Method of the Study <\/span>
\nFind follow the descriptive approach and quasi-experimental approach.<\/span>
\nProcedures of The Study : <\/span>
\nFirst, study and analysis of research and studies related to the subject of research, and through the following themes:<\/span>
\n. 1. The nature and characteristics of the teacher in the primary school<\/span>
\n2. Action Research: definition and afternoon when the term? , Important and why the act Research.<\/span>
\n3. competencies educational teaching practices in the classroom in the decision of social studies for grades fifth and sixth the primary.<\/span>
\nSecond: the preparation of a number (5) research tools, which is about the daily notes, activities, log narrative, newspaper reflection and contemplation synthetic newspaper.<\/span>
\nThird: Presenting the tools in the image on the initial set of arbitrators to make sure of the sincerity, and make adjustments in the light of their views to reach a final form of the tools.<\/span>
\nFourth: the class teacher by making an opinion on those cards and record his observations and his positions, which went through and what teaching practices and skills employed by classroom?<\/span>
\nFifth: Note and analysis of what has been codified again in those cards and reflect on the way to solve problems related to the educational domain, which emerged during those teaching positions.<\/span>
\n. Sixth: data collection and statistical analysis and draw conclusions<\/span>
\nSeventh: The interpretation of the results of research and discussion.<\/span>
\nEighth: recommendations of the research and research proposed in the light of the search results.<\/span><\/p>\n
\nPsychological and educational research revealed that the teacher has an important role, especially at the primary level, and then it must be emphasized its growth characteristics and how he learned and gained experience, so the teacher must be characterized by a number of the following traits and characteristics (Richard Parson, 2005):<\/span>
\n1. Knowledge of the scientific article studied.<\/span>
\n2. Assistance to deliver course material and presented in a manner easy.<\/span>
\n3. The ability to use appropriate teaching aids.<\/span>
\n4. The ability to attract the attention of students during Thread Display.<\/span>
\n5. Have the general culture.<\/span>
\n6. it is characterized by balance and calm.<\/span>
\n7. treatment of pupils well treated and affection for them.<\/span>
\n8. The ability to take into account individual differences among students.<\/span>
\n9. desire to teaching and his enthusiasm.<\/span>
\n10. Be patient.<\/span>
\n11. continuous access to scientific knowledge development in the article.<\/span>
\n12. flexibility and non-discrimination for his opinion.<\/span>
\n13. enthusiasm for teaching.<\/span>
\n14. appropriate intelligence and agility.<\/span>
\n15. Full understanding of the psychological foundations of learning.<\/span>
\n16. cooperation and a desire to help others.<\/span>
\n17. the ability to establish a good relationship with others.<\/span>
\n18. In the absence of birth defects (especially pronunciation).<\/span>
\n19. The ability to view ideas simple and easy way.<\/span>
\n20. not to make fun of students errors.<\/span>
\n21. maintain appointments.<\/span>
\n22. justice and equality among students.<\/span>
\n23. self-confidence.<\/span>
\n24. that it is characterized by objectivity.<\/span>
\n25. The ability to use the computer.<\/span>
\n26. The ability to conduct research.<\/span>
\n27. The applicant flag next to that teacher.<\/span><\/p>\n
\nThe thinking in the educational practices and contemplate them through action research, in order to raise the quality of learning, the most common in the recent period and acknowledged as a methodology research can enhance the development of supervisors through their studies to their practices in ways that lead to the improvement of educational strategies, is accredited methodology self hopes in order to achieve professional development.<\/span>
\nThe researcher must be prepared to take contrary to what he believes in attitude and values of the frequent and acceptable to society. Thus, the researcher offers new learning theories in the fields of knowledge unusual in specific learning areas.<\/span>
\nThe action research process during which practitioners study and meditation practices, to solve the real problems they face in their work, in order to rationalize and justice and to improve the educational and social practices and their understanding of the nature of the educational process and the environment and the circumstances and situations that are organized through them.<\/span>
\nAction Research is defined as achieving an interactive balance between stylistic use of facts based on scientific assessment and method of thinking synergistic interaction between people in order to clarify the causes of the problems and thus finding practical solutions to problems and make it possible to visualize future changes required for institutions and individuals.<\/span><\/p>\n
\n1. Find the procedural gives teachers and the general practitioners, educators, sense of power and self-confidence. When the teacher contribute in the search process, it takes advantage of them and this enhances self-confidence and make him feel a sense of control over situations and possibly the problems that it faces.<\/span>
\n2. Action Research aims to develop a spirit of problem-solving and encourage scientific-oriented to resolve the practitioners in the field of education. “The fundamental value of the research lies in the procedural reality that believes that by providing fast to the problems that can not wait for theory to solve them.” (Haidar Abdel Latif, 2004).<\/span>
\n3. It is also its functions, professional development for teachers and through:<\/span>
\n. – Create opportunities for self-learning and continuous training<\/span>
\n– Create professional personal contemplative and configure professional personal observation and tracked and committed.<\/span>
\nImprove professional practice. –<\/span>
\n– Improved performance in schools.<\/span>
\n– The creation of a professional culture.<\/span>
\n4. The action research aims primarily to improve business practices in a particular and specific environment field, but it has another purpose, no less important professional development of teachers, where acquires through which usually meditation (thinking any thinking systematic and deep) in his daily work, and acquire skills Find, initiative and cooperation and work with others (teamwork within the team) and in full compliance with the educational work in order to improve the performance and development of the school environment and increase the effectiveness and the achievement of the desired quality.<\/span><\/p>\n
\nAction Research is characterized by a number of characteristics, including:<\/span>
\nAction Research procedural realistic:-<\/span>
\nIt focuses on the process of facing the problems of workers, and possibly impose on them, the problems of the reality of daily practice in the classroom and school. The motives of this kind of research, usually originates from within the profession and through practice.<\/span><\/p>\n
\nIt is local in terms of the attention of researchers, which is influenced by the specificity of educational situations in classrooms and in the school is also affected by the specificity of the environment and the surrounding circumstances and the needs of local communities.<\/span>
\nThe action research deals with the problems appear in certain environments and specific circumstances and not phenomena and problems of public research.<\/span>
\nSearch participatory action research:-<\/span>
\nCan be accomplished by one teacher but usually accomplished with the cooperation of his colleagues and with the participation of pupils and their parents, it can also be shared by more than one teacher in the framework of the team. It can be done by the Director of the Foundation with teachers and administrative cooperation.<\/span>
\nAction Research procedural practical application:-<\/span>
\nWith the need to distinguish between him and applied scientific research, because the application in action research does not mean the application of theories or examine the possibility of its application, it means the development of procedures and their application and to draw conclusions and employment in directly in decision-making and problem-solving.<\/span>
\nIf the applied research focuses on testing theories and methods and dissemination of the results with the commitment pace of scientific research, the Action Research in the opposite applies in turn scientific-oriented but up to solve practical problems that occur in special situations, while applied scientific research does not claim to be directed to solve problems special education.<\/span><\/p>\n
\nIntended to extrapolate and continuous tracking Note to the reality of it is full of educational activity, and what is happening during the daily activity in classrooms and schools.<\/span>
\nAnd it is a kind of meditation any deep thinking and re-thinking and self-return ticket and dialogue and debate, which is usually accompanied by steps Action Research.<\/span>
\nThe importance of action research:<\/span>
\nThe importance of action research in that it gives the opportunity to link theory and practice, where the researcher applied up to him directly and there is usually affected in action research and creates joining researcher case of cooperation in finding solutions, and this is what we do not see in other research which contributes to the promotion of cooperation frameworks, and the fact that the research problem is a problem the researcher and specific on the basis of his sense of the problem, this creates a strong impetus to the researcher to propose solutions in the research problem being basically his problem, and increases the capacity of researcher analytical and consciousness itself and thinking critic and develop the same contemplative, so the monitoring supervisors the problems they face, particularly in the supervision of the e-courses, and strategies that followed it to resolve these issues or what he described as any strategy followed it, inciting a difference in the learning of students through procedural research, lead to the dissemination of interest to the supervisor and develop professionally, as the impact of his fellow supervisors and turns and to the educational process the whole, as the results of this research significantly contribute to the development of the design and management process electronic courses (Ari Donald ,2004).<\/span><\/p>\n
\nConfined to the problems afflicting Educational Researcher (teacher) as follows:<\/span>
\n– The need for policies and plans more clearly required by the research institutions.<\/span>
\n– Lack of human skills to conduct research.<\/span>
\n– Lack accurate information and the difficulty in obtaining them.<\/span>
\n– The weakness of the link between educational research institutions.<\/span>
\n– A continued focus on formal and public education.<\/span>
\n– Lack of financial resources allocated.<\/span>
\n– The need to conduct surveys for the development of educational research.<\/span>
\n– Lack of training in educational research.<\/span>
\n– Frequent own family social problems and lack of monitoring each other.<\/span>
\n– The failure of the teacher to conduct research, but his role is limited to express his opinion has not taken his opinion.<\/span>
\n– Fear of the reaction of the official authorities, which means not to publish some of the recommendations.<\/span><\/p>\n
\nThe areas of teacher competences, are:<\/span>
\n1. mastery of the theoretical information about human learning and behavior.<\/span>
\n2. mastery of information in the field of specialization who will teach.<\/span>
\n3. possession of trends that contribute to accelerate learning, and the establishment of human relations at the school and improved.<\/span>
\n4. mastery of specific teaching skills, which are the basis of contributing to the learning of pupils (Suhaila Mohsin Kazim, 2004).<\/span><\/p>\n
\nIt means the skill in teaching performance, including teaching skills planning and implementation, the skill in the implementation of teaching performance include the following:<\/span>
\nFirst: the skill of classroom interaction:<\/span>
\n1. Configuration and excitement.<\/span>
\n2. Use of questions:<\/span>
\nQuestions should encourage thinking processes and information is not listed, and the best questions allowing divergent thinking, a thinking that leads to a saturated ideas, not the specific words of a narrow, usually starting questions that lead to divergent thinking Why? And how? The questions of when to start? And where? They lead to Convergent which produces narrow thinking and thinking information, or specific responses narrow.<\/span>
\n3. The use of educational materials and devices: educational and is intended to rule any written material such as books, or audio on cassette tapes (voice) or visible such as recorded on video tapes, or slides, or transparencies, or fixed films, or photographers, etc.<\/span>
\n4. vital Teacher: Lively intended his teacher and his varied to accomplish various tasks of teaching.<\/span>
\n5. end the lesson: teaching position usually includes a variety of activities from the teacher and students, which means that the teacher that controls the time factor to move the course of this position, it suddenly ends without his will (Mohammed Eldridge, 2004).<\/span>
\nSecond: classroom management skills:<\/span>
\n1. attention of current events.<\/span>
\n2. how to handle pupils.<\/span>
\nThird: Calendar Skills:<\/span>
\nEducational Evaluation: wide process, concerned with measuring the output and evaluate educational results, and then try to remedy what may appear from the palaces.<\/span>
\n1. Calendar planning programs.<\/span>
\n2. Implementation Calendar program.<\/span>
\n3. Organization of the evaluation results and summarized (Ibrahim Zohairy.2007).<\/span><\/p>\n
\n1. Prepare Search Tools :<\/span>
\nA. diary card:<\/span>
\nThe researcher has designed a daily diary card, the teacher write down his diary during his lessons for Land and his interaction with his disciples, it has been Arbitration card and appeared in the following final form:<\/span><\/p>\n
\nThe researcher design activity card, the teacher write down the activities undertaken by and involving his disciples during the presentation of the lessons and the extent of their interaction with him, has been Arbitration card and appeared in the following final form:<\/span><\/p>\n
\nThe researcher design narrative record card, where the teacher write down a description of the phenomenon or event he has done during his performance in the classroom or to perform an activity for students, explaining the reasons for what has happened, has been Arbitration card and appeared in the following final form:<\/span><\/p>\n