Teacher Education Development as Continous Pedagogical Training In Omar Ibn- Abdelaziz Secondary School- Nedroma

Abstract

The educational systems all around the world knows a huge progression due to many factors that pushed educational experts to be convinced by the obligation of creating new modern methods and techniques to meet the learners‟ needs. The development process of the continuing professional development (CPD) of the teacher does work on the teachers‟ skills enhancing, in which programing two differents and similars types of trainings, each one takes place during a specific limited time, the pre-service training comes before the teacher commences teaching in a classroom in front of learners, the basic purpose of it is to frame the teacher techniques and meet the requirements. In the other hand, the teacher himself starts another type of training during performing the duties as a teacher by a self development in order to enhance the teaching skills. Teacher Education Development (TED) is a set of in-service training procedures that help teachers become reflective practitioners. These procedures include keeping diaries, creating portfolios, recording lessons, and peer observation, which is considered the most effective tool for skill development.. The study aimed to examine teachers‟ attitude before and during teaching, is also investigates the pedagogical training as a face of pre-service training and look forward how successful it can be in Omar Ibn-Abdelaziz secondary school-Nedroma, as well as the present study investigates the effectiveness and usage of TED‟s development procedures in the mentioned secondary school. Moreover, the research compares between experienced and novice teachers‟ points of view toward pedagogical training and TED process to find out what kind of relationships gathers the two prfessional development processes. The investigations were carried out by two research tools, including questionnaire and semi-structured interview, which responded on both by Omar-Ibn Abdelaziz secondary school teachers. The results obtained are analyzed qualitatively and quantitatively in order to compare the main findings to the hypotheses propose, most treachers see that both TED and pedagogical trainings are set theoratically not on the ground. The results are divergent among the experienced and novice teachers, but they confirmed the hypotheses set.