Assessment of the Mal-Practices that Impede the Teaching Performance of Student Teachers at the Faculty of Physical Education and Sports at AL- Aqsa University from The Perspective of Teachers

Abstract

This study aimed to identify the mal-practices that impede the teaching

performance of student teachers, at the Faculty of Physical Education and

Sports at AL- Aqsa University. The descriptive analytical method was used

and the study sample consisted of (100) students from the student teachers,

fourth level at the AL- Aqsa University for the year 2008 to 2009. The study

questionnaire consists of (58) statements of malpractices. It was distributed

to (7) dimensions (cognitive mal-presentation, visual mal- presentation, malpresentation

and lesson Management, mal-presentation call and exercises,

mal-presentation follow up mistakes during the lesson, mal-presentation

of ending the lesson, mal-presentation personal mistakes of teaching). The

questionnaire was filled by resident teachers. Means, standard Deviation,

and percentage were used as statistical methods.

Results indicated the following:

The rates of the tenth dimensions of mal-practices were as follows

(cognitive mal-presentation 87%, visual mal- presentation 82%, malpresentation

and lesson Management 73.8%, mal-presentation call and

exercises 83.7%, mal-presentation follow up mistakes during the lesson 77%,

mal-presentation of ending lesson 83.7%, mal-presentation personal mistakes

of teaching 70.6%), and the absence of statistically significant differences

which are attributable to the gender variable.

The study recommended the importance of using the modern strategies

in teaching methods in Physical Education; in addition to the continuous and

direct supervision of faculty of Physical Education on practical education

making at AL- Aqsa University to make it possible for student teachers to

avoid such mistakes in the future