| المستخلص: |
The research examined Year 4 student-teachers' evaluations of the professional training process for student-teachers in the Al-Qasemi Academic College of Education, in comparison with other academic teacher education colleges. Additionally, the study attempted to identify the Al-Qasemi college student-teachers' expectations regarding their future absorption as professional teachers in the education system and the effectiveness of the training process at the Al-Qasemi college in terms of whether they had acquired tools and skills to cope with challenges that they would face in the education field. The study employed both quantitative and qualitative methods: quantitative data was gathered from a closed-ended questionnaire. Respondents were sampled randomly from fourth year student-teachers in Al-Qasemi and two other teacher education colleges. Qualitative data was drawn from semi-structured interviews with the student-teachers from Al-Quasemi college. Participants in the interviews included Year 4 student-teachers and Year 3 students in the excellence stream selected by the "snowball" method. Findings indicated that there were differences in several dimensions between the attitudes of student-teachers from the three teacher education colleges, according to the different specialist disciplines. Additionally, the findings indicated that the main concern of the student-teachers from all three colleges was difficulty involved in assimilation to the school's organizational climate. The findings show that professional training in the Al-Qasemi college shaped the student-teachers' perceptions of the teaching profession and the teacher's role and also increased their motivation for learning and professional development. However, it was found that professional training in the Al-Qasemi college emphasized theory at the expense of practical training and the implementation of knowledge, and the tools and skills that they acquired during their studies.
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