واقع التكوين أثناء الخدمة من وجهة نظر أساتذة التعليم الابتدائي وعلاقته بكفاياتهم المهنية وبدافعيتهم للتدريس : دراسة ميدانية على عينة من أساتذة التعليم الابتدائي بولاية غرداية
The purpose of this study is to reveal the reality of training during service from the point of view of the teachers of primary education and its relation to their competencies and their motivation to teach in the light of the variables of their professional experience and their academic level. The researcher therefore assumed a number of assumptions as follows: (1 The dimensions of in-service configuration contribute from the point of view of teachers of primary education in predicting their teaching competencies. (2 The dimensions of in-service configuration from the point of view of teachers of primary education contribute to predicting their motivation to teach. (3 There are no statistically significant differences in teaching competencies due to the variables of the academic level and professional experience, and the interaction between them. (4 There are no statistically significant differences in the motivation of teaching due to the variables of the academic level and professional experience, and the interaction between them. The researcher used three descriptive methods, one of which consisted of building the researcher, the first of which consisted of a questionnaire consisting of personal and professional information about the examinee and the answer data, and sixty-three paragraphs distributed in five areas, including: The content of the composition, the methods of teaching, the methods of evaluation, the performance of the component, and the environment of the composition. After confirming its validity and stability, the contents of the study were answered by one hundred and seventy-one out of 200 copies randomly selected from Ghardaia (central Ghardaia and Metlili districts). The second was represented in a network of observations made up of personal and professional information about the subjects. Twenty-seven paragraphs were distributed in three areas, including the planning skills of the lesson, the skills of implementing the lesson, and the skills of evaluating the lesson. As for the third tool represented in the measure of motivation to teach from the researcher (Gendouz Ahmed in an unpublished doctoral thesis, consisting of thirty-four paragraphs. Statistical analysis of the collected data and testing of the hypotheses of the study were used in a number of statistical instruments represented in the percentage, arithmetic mean, standard deviation, t.test test, Pearson correlation coefficient, Spearman correlation coefficient, Krumbach analysis coefficient, binary variance analysis, regression coefficient. The results of the study were as follows: 1) The dimensions of training in service from the point of view of teachers of primary education contribute in predicting their teaching competencies by 98.1% of the variation in teaching competencies. 2) The dimensions of the composition during the service from the point of view of teachers of primary education in predicting their motivation for teaching by 98.7% of the variance in the motivation to teach. 3) There are no differences of statistical significance in the teaching competencies attributed to the variables of the level of study and professional experience and interaction between them. 4) There are statistically significant differences in teaching motivation in favor of those with university level by an average difference of (3.44). There are also significant differences in teaching motivation for those who have more than 7 years of professional experience with an average difference of (3.07). There were also no differences in the average scores of the samples of the subjects in the teaching motivation according to the interaction between the independent variables, the academic level and the professional experience. (Author’s abstract)