معايير مقترحة للاعتماد التربوي بتقويم محتوى المتطلبات التربوية الرئيسة لمرحلة البكالوريوس في كليتي التربية بجامعتي المجمعة بالسعودية والجامعة الإسلامية العالمية ماليزيا في ضوء معايير الجودة والاعتماد الأكاديمي /
This study aims to identify Educational Accreditation Standards for Faculties of Education through analyzing and evaluating courses offered to undergraduate students in line with the standards for Quality Assurance and Academic Accreditation.The problem of the study was determined by answering the...
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| Main Author: | |
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| Format: | Thesis |
| Language: | Arabic |
| Published: |
Kuala Lumpur :
Kulliyah of Education, International Islamic University Malaysia,
2018
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/8286 |
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| Summary: | This study aims to identify Educational Accreditation Standards for Faculties of Education through analyzing and evaluating courses offered to undergraduate students in line with the standards for Quality Assurance and Academic Accreditation.The problem of the study was determined by answering the following main question:" what are the Standards for Educational Accredition for the teacher students in the Faculity of Education in the Islamic world in view of the Quality and Accredtation Standards?" To achieve this objective، the researcher followed the mix method approach (Quantitative and Qualitative) using questionnaires and interviews after examining their psychometric properties (validity and reliability). The study sample comprised 42 academic staff from two Faculties of Education in Al-Majma'ah University in Saudi Arabia and the International Islamic University Malaysia (IIUM)، selected through purposed sample procedures. The study identified a number of Educational Accreditation Standards. Among them are the “cognitive” Standards that improve students' learning strategies; the “psychometric” Standards to enable students deal with various learning situation effectively; the “moral” Standards to make students adopt academic honesty and integrity and interaction ethics; and the “affective” Standards to help students adopt positive attitudes towards teaching career in future. The study has recommended that these Standards should be taken in the courses offered in the Faculties of Education in both the Arab and Muslim world to contribute in producing comprehensive student teachers in terms of cognitive، psychomotor and affective domains; and the student teachers who possess creativity. |
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| Physical Description: | [xviii], 342 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 259-277). |