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الرئيسية > التقويم الذاتي للمعلمات وتجويد...>الوصف

التقويم الذاتي للمعلمات وتجويد النمو المعرفي للأطفال في ضوء مقياس تقييم الصفوف الدراسية لمرحلة ما قبل المدرسة "CLASS"

العنوان بلغة أخرى: Self-Evaluation of Teachers and Improving Children's Cognitive Development in Light of the Pre-School Classroom Evaluation Scale
المصدر: مجلة الطفولة والتنمية
الناشر: المجلس العربى للطفولة والتنمية
المؤلف الرئيسي: الجعيد، شروق عبدالرزاق (مؤلف)
المؤلف الرئيسي (الإنجليزية): Aljuaid, Shuruq
مؤلفين آخرين: مديني، منال إبراهيم عبدالله (مشرف)
المجلد/العدد: ع50
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2024
الشهر: شتاء
الصفحات: 97 - 121
ISSN: 1110-8681
رقم MD: 1537703
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: EduSearch
مواضيع:
التقويم الذاتي | النمو المعرفي | مرحلة الطفولة المبكرة
كلمات المؤلف المفتاحية:
Quality in Early Childhood | Self-Evaluation | Preschool Classroom Assessment Scale "CLASS" | Instructional Support | Concept Development | Quality of Feedback | Language Modeling
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المستخلص: The current study aims to examine the role of teachers' self-evaluation in improving the level of cognitive development that supports their interaction with children based on the Classroom Assessment Scoring System (CLASS) for preschool. This was achieved by observing six teachers from private kindergartens in Jeddah, Saudi Arabia, with two teachers from each of the following grades: (KG1, KG2, KG3). The researchers used the "Teacher Evaluation Form for Enhancing Interaction with the Child in Light of the CLASS," specifically focusing on the domain of cognitive development. As part of this study's procedures, the participating teachers used the same domain in a self-evaluation form based on the study's tool, and the descriptive-analytical approach was followed. The results indicated statistically significant differences (0.05) between the average pre- and post-evaluation scores in the cognitive development domain and its subcategories (Concept Development- Quality of Feedback- Language Modeling), with improvements favoring the postevaluation. Based on these findings, the study made several recommendations, including Incorporating the self-evaluation process to improve the quality of teachers' practices and training them on how to use it. Utilizing internationally recognized standards for quality improvement to enhance the quality of teachers' interactions with children, such as the CLASS. Improving the quality of teachers' supportive practices in the domain of cognitive development, such as considering cognitive construction when presenting activities and asking questions, diversifying question levels with a focus on higher-order thinking skills and developing children's language skills.
ISSN: 1110-8681

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