| المستخلص: |
تتناول الدراسة الحالية في طرحها لمشروع كلية التربية بنظام الخمس سنوات من حيث تشخيصه والتحديات التي تواجه ومرتكزات التطوير المقترحة في ضوء خبرات بعض الدول، وتركزت أهمية الدراسة في عرض وتحليل لأوجه النقد الموجهة للصيغة الحالية لكليات التربية مع رصد وتحديد للتحديات التي تواجه مؤسسات إعداد المعلم وانعكاسات تلك التحديات. هذا ولقد تم الاستعانة ببعض التجاوب المطبقة لنظام الخمس سنوات وذلك للاستفادة منها عند تحديد مرتكزات التطوير التي عرضت على مجموعة من الخبراء والمحكمين، وكان من أبرز محاور مشروع كلية التربية بنظام الخمس سنوات هو محور التنمية البشرية المرتكز على الارتقاء بالكفاءة التعليمية لأعضاء هيئة التدريس بكلية التربية ورفع قدراتهم، وكذا الارتقاء بالمصادر والإمكانات التعليمية، أيضا تم صياغة الرؤية والرسالة لمشروع كلية التربية وصياغة لمعايير المتخرج ومعايير المحتوى العام لبرنامج الإعداد وأخيراً صياغة سبل تحقيق أهداف المشروع المقترح
That modern change in the developed world has imposed on us the need to take the strategic planning approach to build generations able to cope with these variables with a thought that goes beyond the limits of reality and predicts the future, with all its threats and available opportunities. Hence the need to pay attention to the process of teacher preparation represents a special priority because it is the issue of education which the future of the nation depends on, especially in light of the many problems faced by the Faculties of Education that affect its performance and the efficiency of its graduates.Several critical evaluation research studies have been conducted on educating teachers before enrolling in service in terms of knowledge, educational content, and the educational technology provided. The researches have shown that it does not keep pace with scientific or educational developments and contemporary educational technology.This requires trying to develop the current old four year program for the preparation of the teacher in the Faculties of Education that is limited to teacher training on traditional methods and the development of some of the mental skills that do not go beyond the level of memorization. This is done, through a period of five full years where the teacher studies about 300 hours of lectures, practical lessons and field training. Therefore, the problem of the study has been phrased in the following questions: Q 1: What aspects of the criticism directed to the Faculties of Education? Q 2: What are the challenges facing the teacher preparation process in the Faculties of Education? Q 3: What are the experiences of some countries that apply the five-year system in the Faculties of Education? Q 4: What are the bases of the development of the Faculty of Education to the five years system? To answer the questions of the study, the historical approach has been used in many places in order to answer the first, second and third questions. While the descriptive analytical approach was used through conducting interviews with experts and specialists in the areas of education and professors of the Faculties of Education to get to know their views on the bases on which the development of the Faculty of Education into the five years system should be built.This is done after studying the challenges facing the process of teacher preparation and reviewing some international experiences such as the system of teacher preparation in Canada, teacher preparation at the University of Pennsylvania , teacher preparation in the Faculty of Education, University of New England, teacher preparation in Turkey and the system of teacher preparation at the University of Damascus. All these apply the five years system, and answer the fourth question of the study questions.In the end, the outcomes of the study were the bases of the development of the proposed project for the Faculties of Education five years system that was introduced to a group of arbitrators
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