Gomaa Saeed
Beni-Suef University, Faculty of Education, Faculty Member
- I am associate professor of foundations of educationedit
Research Interests:
يهدف البحث إلى رصد ممارسات الأطفال التي تقيس نمو مهارات التخطيط لديهم ومن ثم وضع مجموعة من الاستراتيجيات التي يمكن أن تسهم في تنمية مهارات التخطيط ، واستخدم الباحثان المنهج الوصفي لوصف مهارات التخطيط ومستوياتها وعلاقتها بالمهارات الأخرى... more
يهدف البحث إلى رصد ممارسات الأطفال التي تقيس نمو مهارات التخطيط لديهم ومن ثم وضع مجموعة من الاستراتيجيات التي يمكن أن تسهم في تنمية مهارات التخطيط ، واستخدم الباحثان المنهج الوصفي لوصف مهارات التخطيط ومستوياتها وعلاقتها بالمهارات الأخرى وكذلك مناهج البحث الأثنوغرافي حيث اعتمد البحث على طريقة الملاحظة بالمشاركة والملاحظة المباشرة والمعايشة، وذلك بتصميم بطاقة ملاحظة مكونة من (26) عبارة متضمنة (6) مهارات فرعية ، واعتمدت البطاقة على معايشة المعلمة للأطفال ومتابعتها لممارساتهم كمؤشر لنمو مهارات التخطيط، تم تطبيقها على (49) طفلا وطفلة، وتوصل البحث إلى عدة نتائج من أهمها: مستوى الأداء كان ضعيفا لدى (20) طفل ،ووصل عدد الأطفال الذين جاء أدائهم متوسط (29)، وهناك ممارسات يقوم بها الأطفال تدل على ظهور مهارات التخطيط لديهم إلا أنهم في حاجة إلى تنمية وصقل هذه المهارات من خلال الأنشطة التي تقوم بها المعلمة ،هناك بعض الاستراتيجيات التي يمكن أن تساهم في تنمية مهارات التخطيط منها: تعليم الطفل ممارسة جدولة الأنشطة ووضعه في مهام وأنشطة تتطلب تحديد الأولويات ، وتوظيف مراكز التعلم في الروضة لتعليم الطفل مهارات التخطيط ، وتكرار سؤال الطفل عن هدفه في الحياة، وممارسة الأسرة والمعلمة للتخطيط كجزء من الروتين اليومي ،وطرح المعلمة والأسرة لأسئلة تتطلب من الأطفال إنتاج الاستجابات والابداع ،وتوفير بعض الألعاب الرقمية وألعاب الفيديو التي تساهم في تنمية مهارات التخطيط.
Research Interests:
تواجه الجامعات العديد من التحديات والمتغيرات سواء على المستوى المحلي أو على المستوى العالمي، وهذه التحديات تؤثر على مهام الجامعات ووظائفها فتتطلب منها التنبوء بالمستقبل من أجل تجديد أو حتى تغيير أدوارها لكي تواكب تلك المتغيرات وتنافس... more
تواجه الجامعات العديد من التحديات والمتغيرات سواء على المستوى المحلي أو على المستوى العالمي، وهذه التحديات تؤثر على مهام الجامعات ووظائفها فتتطلب منها التنبوء بالمستقبل من أجل تجديد أو حتى تغيير أدوارها لكي تواكب تلك المتغيرات وتنافس بمواردها البشرية في الأسواق العالمية من خلال التفاعل بين التعليم والبحث العلمي الابتكار ،تلك الوظائف التي أصبح لا غنى عنها لأي جامعة تسعى نحو الريادة العالمية، يؤكد نموذج مثلث المعرفة على الروابط بين التعليم والبحث والابتكار ، ويضع مؤسسات التعليم العالي في موضع مناسب في نظم الابتكار والارتقاء بأدائها الإبداعي.
ومن ثم يهدف البحث الحالي إلى مناقشة مفهوم مثلث المعرفة الذي اكتسب أهمية كبيرة في السنوات الأخيرة كإطار لسياسات الابتكار وخاصة في منظمة التعاون الاقتصادي والتنمية وأوروبا، كما اكتسب هذا المفهوم شعبية لأنه يؤكد على منهجية متكاملة للترابط بين البحث والتعليم والابتكار ، ووضع رؤية مستقبلية للجامعات المصرية في ضوء نموذج مثلث المعرفة الذي تبنته العديد من الجامعات على مستوى العالم وخاصة الجامعات الأوربية ، والتعرض للأدوار التقليدية للجامعات المصرية ومشكلاها ،ثم تقديم الرؤية المستقلية من خلال عمليات التفاعل والتكامل بين مكونات مثلث المعرفة ( التعليم والبحث والتطوير) مع وضع مجموعة من المقومات لنجاح هذا النموذج.
ومن ثم يهدف البحث الحالي إلى مناقشة مفهوم مثلث المعرفة الذي اكتسب أهمية كبيرة في السنوات الأخيرة كإطار لسياسات الابتكار وخاصة في منظمة التعاون الاقتصادي والتنمية وأوروبا، كما اكتسب هذا المفهوم شعبية لأنه يؤكد على منهجية متكاملة للترابط بين البحث والتعليم والابتكار ، ووضع رؤية مستقبلية للجامعات المصرية في ضوء نموذج مثلث المعرفة الذي تبنته العديد من الجامعات على مستوى العالم وخاصة الجامعات الأوربية ، والتعرض للأدوار التقليدية للجامعات المصرية ومشكلاها ،ثم تقديم الرؤية المستقلية من خلال عمليات التفاعل والتكامل بين مكونات مثلث المعرفة ( التعليم والبحث والتطوير) مع وضع مجموعة من المقومات لنجاح هذا النموذج.
Research Interests:
تواجه الجامعات العديد من التحديات والمتغيرات سواء على المستوى المحلي أو على المستوى العالمي، وهذه التحديات تؤثر على مهام الجامعات ووظائفها فتتطلب منها التنبوء بالمستقبل من أجل تجديد أو حتى تغيير أدوارها لكي تواكب تلك المتغيرات وتنافس... more
تواجه الجامعات العديد من التحديات والمتغيرات سواء على المستوى المحلي أو على المستوى العالمي، وهذه التحديات تؤثر على مهام الجامعات ووظائفها فتتطلب منها التنبوء بالمستقبل من أجل تجديد أو حتى تغيير أدوارها لكي تواكب تلك المتغيرات وتنافس بمواردها البشرية في الأسواق العالمية من خلال التفاعل بين التعليم والبحث العلمي الابتكار ،تلك الوظائف التي أصبح لا غنى عنها لأي جامعة تسعى نحو الريادة العالمية، يؤكد نموذج مثلث المعرفة على الروابط بين التعليم والبحث والابتكار ، ويضع مؤسسات التعليم العالي في موضع مناسب في نظم الابتكار والارتقاء بأدائها الإبداعي.
ومن ثم يهدف البحث الحالي إلى مناقشة مفهوم مثلث المعرفة الذي اكتسب أهمية كبيرة في السنوات الأخيرة كإطار لسياسات الابتكار وخاصة في منظمة التعاون الاقتصادي والتنمية وأوروبا، كما اكتسب هذا المفهوم شعبية لأنه يؤكد على منهجية متكاملة للترابط بين البحث والتعليم والابتكار ، ووضع رؤية مستقبلية للجامعات المصرية في ضوء نموذج مثلث المعرفة الذي تبنته العديد من الجامعات على مستوى العالم وخاصة الجامعات الأوربية ، والتعرض للأدوار التقليدية للجامعات المصرية ومشكلاها ،ثم تقديم الرؤية المستقلية من خلال عمليات التفاعل والتكامل بين مكونات مثلث المعرفة ( التعليم والبحث والتطوير) مع وضع مجموعة من المقومات لنجاح هذا النموذج.
ومن ثم يهدف البحث الحالي إلى مناقشة مفهوم مثلث المعرفة الذي اكتسب أهمية كبيرة في السنوات الأخيرة كإطار لسياسات الابتكار وخاصة في منظمة التعاون الاقتصادي والتنمية وأوروبا، كما اكتسب هذا المفهوم شعبية لأنه يؤكد على منهجية متكاملة للترابط بين البحث والتعليم والابتكار ، ووضع رؤية مستقبلية للجامعات المصرية في ضوء نموذج مثلث المعرفة الذي تبنته العديد من الجامعات على مستوى العالم وخاصة الجامعات الأوربية ، والتعرض للأدوار التقليدية للجامعات المصرية ومشكلاها ،ثم تقديم الرؤية المستقلية من خلال عمليات التفاعل والتكامل بين مكونات مثلث المعرفة ( التعليم والبحث والتطوير) مع وضع مجموعة من المقومات لنجاح هذا النموذج.
Research Interests:
Introduction and Background: The world is met with a variety of challenges on the different arenas, political, religious or cultural; amongst such challenges is the globalization trend which emerged and accrued in the last decades of... more
Introduction and Background:
The world is met with a variety of challenges on the different arenas, political, religious or cultural; amongst such challenges is the globalization trend which emerged and accrued in the last decades of the twentieth century when a new world order has been proposed with a monopolic power laying its hegemony on the entire world, i.e., the USA. The cultural implications accompanying the globalization trend are the most serious in repercussions and ramifications.
One of the institutions of society burdened with the onus to adapt and help individuals in society adapt and accommodate to a globalizing world is the university, the society's most incremental institution of education. The university's responsibility is to help students, faculty, and other members in society be acculturated with the general components of culture, without certain focal, centralized specializations in a world now prone to openness to multiculturalism.
If this is applicable to the university with the responsibility being that great, it would be essential for colleges of education to follow suit; i.e. to bear the responsibility of public acculturation as part of the general cultural pre-service education programme provided by the colleges of education. Conforming to this commitment would mean that the colleges of education will be preparing its graduates to enter the gate of the future and be open to multiculturalism—a task that needs rigorous preparation in the foundations of education.
II. Research Problem:
The problem of this research is defined in the questions to follow:
1. What are the most significant challenges in terms of modern culturalism that affect pre-service teacher education in Egypt?
2. What is the state of the art in cultural preparation of undergraduate students of education in Egypt?
3. What are the most significant contemporary world trends affecting pre-service teacher education in Egypt?
4. How far appropriate cultural education is in Egypt? How do current practices pander to the contemporary international challenges?
5. What are the prerequisites of cultural pre-service education of students of education in the light of modern culturalism challenges and trends in Egypt?
III. Significance of the Study
This study is thought to be important for the coming considerations:
1. The role of the teacher is essential for the education of society and cultural development of its members.
2. The impact of cultural influences and challenges on education, and the teacher's onus is to help confront its negative repercussions.
3. There is accruing emphasis on culturalism in pre-service teacher education and tutoring.
4. The study helps redefine some cultural challenges affecting the student teachers in pre-service teacher education programmes.
5. There is need for redefining the requirements culturalism in pre-service teacher education programmes.
IV. Aims of the Study
The study aimed at:
1. recognizing the most important cultural challenges in contemporary society and how perceptive they are for the student teachers in Egypt.
2. recognizing the state of the art in cultural preparation of student teachers.
3. defining the most important contemporary international challenges of cultural preparation of student teachers.
4. recognizing how appropriate current practices in pre-service teacher education can meet the world challenges.
5. proposing a tentative conception of the prerequisites of cultural preparation for pre-service teacher education in Egypt.
V. Research Method:
A. Subjects and Sampling:
400 students of both genders of all departments at the Faculty of Education at Beni Suef, off Cairo University in Egypt constitute the subjects of the study. Those have received the Contemporary Cultural Challenges questionnaire. Faculty have received another questionnaire, the Culturalism Prerequisites for Pre-service Education Questionnaire , and those belong to a representative population of education faculty members around Egypt including 132 members.
B. Research Design:
The descriptive method was employed, with a review of the literature pertinent to the current research. Two questionnaire studies have been done: these are the Contemporary Cultural Challenges questionnaire given to undergraduate students of education at Beni Suef. Faculty have received another questionnaire, the Culturalism Prerequisites for Pre-service Education Questionnaire , and those belong to a representative population of education faculty members around Egypt.
VI. Limitations of the Study
The study was delimited by
o Topical Limitation:
The study is limited to conceiving a proposal of culturalism in pre-service teacher education in Egypt for students of education in the light of some contemporary cultural challenges.
o Spatial Limitation
The study is limited in administration of its Contemporary Cultural Challenges questionnaire tool on the students of the Faculty of Education off Cairo University at Beni Suef. The Culturalism Prerequisites for Pre-service Education Questionnaire was administered to a representative sample of faculty around the country.
o Time Limitation
Two questionnaire studies have been done: the Contemporary Cultural Challenges questionnaire given to undergraduate students of education at Beni Suef in the year 2001-2002. Faculty have received another questionnaire, the Culturalism Prerequisites for Pre-service Education Questionnaire during the same year.
VII. Findings of the Study
The significant findings of this study can be summed up in the following:
1. The subjects of the study had a statistically significant level of cultural consciousness of the modern cultural challenges.
2. The subjects of the study had the political component of cultural consciousness the number one positive level of consciousness in most statements of the questionnaire, but in other components it was deemed negative.
3. The subjects of the study had a statistically significant level of cultural consciousness, especially of the Internet, information openness, absence of religious awareness, cultural normalization with the state of Israel, in this order. The significance level is positive.
4. The study found out it is a necessity that culturalism in pre-service teacher education be closely connected to the contemporary challenges.
5. Culturalism can be integrated in the curriculum through mixing, or independent teaching of culturalism, with a consensus agreement mounting to 82% of the responses of the faculty on the Culturalism Prerequisites for Pre-service Education Questionnaire.
6. There is a consensus agreement mounting up to 96% among faculty that culturalism courses be taught optionally and compulsively as is done in many advanced countries.
7. There is a consensus agreement mounting up to 93% among faculty that a percentage of 20-25 of culturalism courses be allocated to the pre-service teacher education programme time schedule. This percentage is near to the time allocation of culturalism curriculum in pre-service education of teachers' programme currently in practice in Egypt.
8. There is a consensus agreement among faculty that the topics in culturalism should be defined by experts and connoisseurs in education and social studies.
9. There is a consensus agreement among faculty that the Arabic language should be taught as part of culturalism to sustain the existence of the national language, and that English as a foreign language be taught as a means to keep updated of the latest around the world, being one of the most common language on earth.
10. There is a necessity to teach politics and religion in Components for all students of education, no matter what specialization they are in.
The world is met with a variety of challenges on the different arenas, political, religious or cultural; amongst such challenges is the globalization trend which emerged and accrued in the last decades of the twentieth century when a new world order has been proposed with a monopolic power laying its hegemony on the entire world, i.e., the USA. The cultural implications accompanying the globalization trend are the most serious in repercussions and ramifications.
One of the institutions of society burdened with the onus to adapt and help individuals in society adapt and accommodate to a globalizing world is the university, the society's most incremental institution of education. The university's responsibility is to help students, faculty, and other members in society be acculturated with the general components of culture, without certain focal, centralized specializations in a world now prone to openness to multiculturalism.
If this is applicable to the university with the responsibility being that great, it would be essential for colleges of education to follow suit; i.e. to bear the responsibility of public acculturation as part of the general cultural pre-service education programme provided by the colleges of education. Conforming to this commitment would mean that the colleges of education will be preparing its graduates to enter the gate of the future and be open to multiculturalism—a task that needs rigorous preparation in the foundations of education.
II. Research Problem:
The problem of this research is defined in the questions to follow:
1. What are the most significant challenges in terms of modern culturalism that affect pre-service teacher education in Egypt?
2. What is the state of the art in cultural preparation of undergraduate students of education in Egypt?
3. What are the most significant contemporary world trends affecting pre-service teacher education in Egypt?
4. How far appropriate cultural education is in Egypt? How do current practices pander to the contemporary international challenges?
5. What are the prerequisites of cultural pre-service education of students of education in the light of modern culturalism challenges and trends in Egypt?
III. Significance of the Study
This study is thought to be important for the coming considerations:
1. The role of the teacher is essential for the education of society and cultural development of its members.
2. The impact of cultural influences and challenges on education, and the teacher's onus is to help confront its negative repercussions.
3. There is accruing emphasis on culturalism in pre-service teacher education and tutoring.
4. The study helps redefine some cultural challenges affecting the student teachers in pre-service teacher education programmes.
5. There is need for redefining the requirements culturalism in pre-service teacher education programmes.
IV. Aims of the Study
The study aimed at:
1. recognizing the most important cultural challenges in contemporary society and how perceptive they are for the student teachers in Egypt.
2. recognizing the state of the art in cultural preparation of student teachers.
3. defining the most important contemporary international challenges of cultural preparation of student teachers.
4. recognizing how appropriate current practices in pre-service teacher education can meet the world challenges.
5. proposing a tentative conception of the prerequisites of cultural preparation for pre-service teacher education in Egypt.
V. Research Method:
A. Subjects and Sampling:
400 students of both genders of all departments at the Faculty of Education at Beni Suef, off Cairo University in Egypt constitute the subjects of the study. Those have received the Contemporary Cultural Challenges questionnaire. Faculty have received another questionnaire, the Culturalism Prerequisites for Pre-service Education Questionnaire , and those belong to a representative population of education faculty members around Egypt including 132 members.
B. Research Design:
The descriptive method was employed, with a review of the literature pertinent to the current research. Two questionnaire studies have been done: these are the Contemporary Cultural Challenges questionnaire given to undergraduate students of education at Beni Suef. Faculty have received another questionnaire, the Culturalism Prerequisites for Pre-service Education Questionnaire , and those belong to a representative population of education faculty members around Egypt.
VI. Limitations of the Study
The study was delimited by
o Topical Limitation:
The study is limited to conceiving a proposal of culturalism in pre-service teacher education in Egypt for students of education in the light of some contemporary cultural challenges.
o Spatial Limitation
The study is limited in administration of its Contemporary Cultural Challenges questionnaire tool on the students of the Faculty of Education off Cairo University at Beni Suef. The Culturalism Prerequisites for Pre-service Education Questionnaire was administered to a representative sample of faculty around the country.
o Time Limitation
Two questionnaire studies have been done: the Contemporary Cultural Challenges questionnaire given to undergraduate students of education at Beni Suef in the year 2001-2002. Faculty have received another questionnaire, the Culturalism Prerequisites for Pre-service Education Questionnaire during the same year.
VII. Findings of the Study
The significant findings of this study can be summed up in the following:
1. The subjects of the study had a statistically significant level of cultural consciousness of the modern cultural challenges.
2. The subjects of the study had the political component of cultural consciousness the number one positive level of consciousness in most statements of the questionnaire, but in other components it was deemed negative.
3. The subjects of the study had a statistically significant level of cultural consciousness, especially of the Internet, information openness, absence of religious awareness, cultural normalization with the state of Israel, in this order. The significance level is positive.
4. The study found out it is a necessity that culturalism in pre-service teacher education be closely connected to the contemporary challenges.
5. Culturalism can be integrated in the curriculum through mixing, or independent teaching of culturalism, with a consensus agreement mounting to 82% of the responses of the faculty on the Culturalism Prerequisites for Pre-service Education Questionnaire.
6. There is a consensus agreement mounting up to 96% among faculty that culturalism courses be taught optionally and compulsively as is done in many advanced countries.
7. There is a consensus agreement mounting up to 93% among faculty that a percentage of 20-25 of culturalism courses be allocated to the pre-service teacher education programme time schedule. This percentage is near to the time allocation of culturalism curriculum in pre-service education of teachers' programme currently in practice in Egypt.
8. There is a consensus agreement among faculty that the topics in culturalism should be defined by experts and connoisseurs in education and social studies.
9. There is a consensus agreement among faculty that the Arabic language should be taught as part of culturalism to sustain the existence of the national language, and that English as a foreign language be taught as a means to keep updated of the latest around the world, being one of the most common language on earth.
10. There is a necessity to teach politics and religion in Components for all students of education, no matter what specialization they are in.