تأثير التكوين بالفصل المعكوس على تنمية الكفايات المنهجية للأساتذة المتدربين في مجزوءة علوم التربية
The study proceed from the problem of the appropriateness of the time cover allocated to the education science fragment while activating the contents and axes of the official curriculum by questioning the impact of the reversed composition on the systematic development of trained professors. We tried to examine the following hypothesis: There are statistically significant differences between the control and experimental groups following the formation of the inverted chapter on the development of sufficient analysis and composition in the fragmentation of education sciences. We adopted the semi-experimental approach through an attainment test before and after the trial. And we got to There is a difference between the results of the samples' individuals in terms of the rate obtained to measure cognitive gains and methodological competencies. (Published abstract)