شبكة المعلومات العربية التربوية

تهدف هذه الدراسة إلى معرفة المعوقات التي تواجه تطبيق مقررات التدريب الميداني في تخصص الخدمة الاجتماعية، وربطها بالعناصر الخمسة الرئيسة في عملية التدريب الميداني. تكونت العينة من 97 من الأخصائيين الاجتماعيين في محافظة نابلس الذين يشرفون على الطلبة المتدربين في المؤسسات الاجتماعية؛ 55 دارسا، و14 مشرفا أكاديميا، و28 أخصائيا في الفصل الدراسي الثاني من السنة الدراسية 2006/2007 في منطقة نابلس التعليمية. صممت استبانة خاصة تكونت في صورتها النهائية من جزأين. أظهرت النتائج أن أكثر المعوقات المرتبطة بمؤسسات التدريب الميداني تمثلت في اقتصار الخدمات التي تقدمها المؤسسات على مجالات وميادين محددة أخذت شكل المساعدات المادية البسيطة، وعدم قدرة المؤسسات على استيعاب الطلبة بسبب ازدياد عدد المتدربين. وأن المعوقات المرتبطة بالأخصائيين المشرفين ناجمة عن كثرة عدد المتدربين الذين يشرف عليهم الأخصائي في المؤسسة، وكثرة الأعباء التي يقوم بها الأخصائي. إن أكثر المعوقات المرتبطة بالمشرفين الأكاديميين هي تلك المرتبطة بقلة الزيارات التي يقوم بها المشرف الأكاديمي للمؤسسات لمتابعة الطلبة المتدربين، وكثرة عدد الطلبة الذين يشرف عليهم المشرف الأكاديمي في التدريب الميداني. (الملخص المنشور بتصرف)

Field Training is considered a fundamental stone in enhancing and supporting students’ learning Social Services to acquire then professional career Under the supervision of the experienced social worker, who has rich and deep experience, social service students can be professional. This study aimed at identifying the obstacles that arose when applying the field training courses in social service specialization, and connected these obstacles with the five major items in the field of training: social institution, social workers, students trainees, academic supervisors, and curriculum. The study community was limited to social workers in Nablus Governorate, who supervised the students trainees in social institutions, the students enrolled in the field training courses in the second semester of the academic year 2006\2007 in Nablus Educational Region, and the academic full time and part time supervisors who supervised the field training courses in all the educational regions at Al-Quds Open University. The study sample consisted of 97 individuals and distributed as follows: 14 academic supervisors, 55 students, 28 social workers. The study sample was chosen by using the organized random method. In order to identify these obstacles, a special questionnaire was built and basically consisted of two parts: The first part had primary information about the inspected individuals i.e, academic supervisors, students, social workers. The second part was designed to measure the obstacles that arose when applying the field training courses. After the instrument validity and reliability were verified, and after obtaining official approval, the questionnaire was distributed on the study sample and data was collected and statistically approached by the SPSS. The results of the study were: 1) Concerning the field training institutions, it has been found that the obstacles lied in the limited services presented from the social institutions part, which were exemplified in simple financial aids. Besides, their inability to cope with the large number of students as a result of the increasing number of the trainees is another obstacle. 2) It has been found that the obstacles concerning the social workers resulted from the large number of the trainees who were supervised by the social worker who was overloaded by many duties and responsibilities. 3) Concerning the academic supervisors, it has been found that the obstacles lied in the fact that there was scarcity in their visits to the social institutions to follow up their students, as well as the large number of the supervised students during the field training. 4) Concerning the students, it has been found that the obstacles lied in the fact that the students did not have full time to learn, and so the time of training will be decreased. Consequently, the students did not participate in the activities and events that were organized by the University,e.g. exhibitions, workshops, colloquia …etc. 4) Concerning the curriculum, it has been found that the obstacles were mainly exemplified in the load and density of the curriculum , which required the student trainee to fulfill many duties during their training process. (Published Abstract)