المستخلص:
يكرس التدريسيون معظم اهتمامهم بتعليم الطلبة المادة الدراسية في الفصل. وقليلا ما يدركون ما وراء تعلم المحتوى من اتجاهات, ومعتقدات، وقيم...الخ اذ نجد في بعض الاحيان تتغير هذه الاشياء بطرق غير متوقعة وغير مقصودة. اجريت هذه الدراسة على تدريسيي الجامعات ال | Teaching skills can be defined as discrete and coherent activities by teachers which foster pupil learning. In the light of our consideration of teaching skills have three important elements of skills are discernible : Knowledge, Decision - making, and Action,The problem of the study - Not all classroom teaching skills can be checked by a checklist as the method followed by our researchers in Iraq. We have certain pre and post teaching skills that need to be seeked from the teachers and they has to answer questionnaires about them. - The study attempts to describe the real situation in our colleges. This study aims at : 1 - Finding out classroom teaching skills employed by Iraqi EFL university teachers. 2 - Finding out classroom teaching skills employed by Iraqi EFL university teachers according to their specializations.3 - Finding out classroom teaching skills employed by Iraqi EFL university teachers according to their years of experience.The population of the present study includes Iraqi EFL university teachers at the University of Baghdad who are teaching at the departments of English language during the academic year 2014 - 2015 in the Colleges of Education Ibn Rashd for Humane Sciences, Education for Woman, Arts, and languages. Three instruments have been used in the present study : an observation checklist and two questionnaire.The observation checklist is adopted from the University of Illinois at Urbana - Champaign and consists of seven domains with 54 items in total. The second instrument is a self - evaluation questionnaire adopted from the University of Illinois at Urbana - Champaign and consists of 22 domains with 89 items in total. The third instrument is a questionnaire constructed by the researcher to measure the situation at the Iraqi colleges at departments of English language. The questionnaire consists of 24 domains with 224 items in total. The validity and reliability of the three instruments have been achieved. The result of the present study reveal the following : 1 - The comparison in the specialization variable in the observation checklist shows that the linguist specialization teachers have been better in items When appropriate, a distinction was made Between Factual material and opinions , Made explicit the relationship between today's and other aspects of the course. ………ect.The literature specialization teachers have been better in Presented a brief overview of the content , Periodically summarized the most important ideas, the ELT specialization teachers have been better in Asked questions to see what the students knew about the lecture topic, ….2 - The comparison in the years of experience variable in the observation checklist shows that the teachers of 1 - 10 years of experience employed When appropriate, a distinction was made Between Factual material and opinions, and Asked probing questions if a student's answer was incomplete or superficial, teachers skills while 11 - 20 years of experience teachers employed Defined new term, concepts and principles teaching skill. In terms of the teachers with more than 20 years of experience, they employed Stated the purpose of the class session teaches skill.3 - In terms of the teachers' self - evaluation questionnaire , which is considered a subjective tool for conducting evaluation, results show that all university teachers in the present sample have evaluated themselves positively by emphasizing that they all use all types of classroom teaching skills mentioned in the questionnaire. When comparing the university teacher's responses on this questionnaire then analyzing the data in relation to the specialization of the teachers, i.e. linguistics, literature, and ELT, no statistically significant difference has been identified, while when analyzing data in relation to the teachers year of experiences, , it has been found that the items , "focuses classroom time on teaching and learning" , and "comments on, and discusses homework in class" have been employed by the teachers who have 1 - 10 years of experience in teaching, whereas item Is aware of all activities in the classroom has been employed by the teachers who have 11 - 20 years of experience. it has been found that items Handles routines tasks promptly, efficiently, and consistently , Focuses classroom time on teaching and learning , and Grades, comments on, and discusses homework in class, have been employed by the teachers who have 1 - 10 years of experience in teaching, whereas item Is aware of all activities in the classroom has been employed by the teachers who have 11 - 20 years of experience.4 - In terms of the university classroom teaching skills questionnaire , the samples of the present study have evaluated the skills employed in teaching by other teachers at university level by answering the items of the aforementioned questionnaire positively. This means that from the samples' point of view, the skills stated in the questionnaire have all been employed by the Iraqi EFL university teachers. When comparing the teachers responses in terms of their specialization, i.e linguistics, literature, and ELT , it has been shown that the linguistics teachers have focused on the skills in items - help students acquire complex physical, social, emotional and cognitive skills by modeling, team teaching where two or more teachers pool their expertise, interests, knowledge of students, and available resources, ….., whereas the literature teachers have focused on the skills in item - How to evaluate the intended learning. The ELT teachers to have focused on the skills in items - teaching styles do not match learning styles, participate in indirect service like collecting food for shelters, cleaning up a vacant lot, raising money, and - use affective domain measurement ( attitudes, feelings, or opinions). while teachers who have 11 - 20 years of experience have focused on the skills in items items teaching styles do not match learning styles, - organizing students into homogenous classes or groups to make between - class or within - class grouping , participate in indirect service like collecting food for shelters, cleaning up a vacant lot, raising money,…. while teachers who have 11 - 20 years of experience have focused on the skills in items team teaching where two or more teachers pool their expertise, interests, knowledge of students, and available resources, - establishing expert and referent social power,, and Teachers plan their classes by starting the year with a bang , teachers who have more than 20 years of experience have focused he skills in items Cultural practice influence how teachers and students communicate , - Teachers should develop an understanding of skills in all facets of the communication process , Teachers establish class rules with student input and plan consequences for breaking the rules, and use oral performance tests.5 - From the researcher's point of view, the observation checklist has been more accurate and objective in checking the skills employed by university teachers in teaching. The two questionnaires have been less objective, especially the teachers self - evaluation one. This is the same problem for the third tool, i.e. the University Classroom Teaching Skills, where the teachers have responded to this tool subjectively also trying to refer to their situation more than taking into consideration evaluating the whole situation in Iraqi universities rather than talking about themselves.In the light of the above results, some conclusions have been drawn and some recommendations and suggestions for further studies have been put forward.
اسم المشرف:
فاتن خيري محمد سعيد الرفاعي
اسم المؤلف:
هند دحام كردي
