فاعلية مقرري طرق التدريس والتدريس المصغر في إكساب مهارات التدريس لمعلمي التخصصات الشرعية ببرنامج التأهيل التربوي بكلية التربية، جامعة الأزهر
The current study aimed at investigating the effectiveness of teaching methods decisions and micro-teaching courses in acquiring teaching skills to teachers of Sharia specialties at the Educational Qualification Center at the Faculty of Arab and Islamic Studies in Alexandria which is affiliated with the Educational Qualification Program at the Faculty of Education, Al-Azhar University in Cairo. To achieve this objective, the descriptive and the quasiexperimental approaches were used. A form for analyzing the preparation of daily lessons and a questionnaire for measuring and evaluating the skills of implementing and evaluating daily lessons, and they were applied to a sample of (51) male teachers, and (199) female specialists from graduates of Sharia faculties enrolled in the center. The most prominent findings of the study were: 1) The effectiveness of teaching methods and micro-teaching decisions in acquiring the skills of preparing daily lessons for teachers of Sharia specializations in the light of the criteria set for them with a very good level of performance on the totality of that skill; As it became clear from the results of the analysis form for the preparation of daily lessons for the sample members. 2) The effectiveness of the decisions of teaching methods and micro-teaching in acquiring the skills of implementing and evaluating daily lessons for teachers of legal disciplines with a very good level of performance on the total of those skills and skills that make up them, as shown by the responses of the study sample members to identifying and evaluating the skills of implementing and evaluating daily lessons. 3) There is a statistically significant difference at the level of statistical significance (05) between the average scores of the sample members in the skills of planning daily lessons in light of the criteria specified for them according to the gender variable (teacher - female teacher); Where the calculated t- value was (3.520), which is a statistically significant value at the level of significance (0.05); for (parameters). 4) There is no statistically significant difference at the level of significance (05) between the average scores of the sample members in the light of their esponses to the identification and evaluation of the skills of implementing daily lessons and evaluating them according to the gender variable (teacher - teacher), in her eighth skills that make up her and in her as a whole. Where it reached the value of (T), (-1.192), which is a non-statistically significant value at the level of significance (0.05). (Published abstract)