عناصر مشابهة
التدريس الفعال وعلاقته بالتفاعل النفسي الاجتماعي داخل الفصل الدراسي
| المصدر: | مجلة البحوث التربوية والتعليمية |
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| الناشر: |
المدرسة العليا للأساتذة بوزريعة - مخبر تعليم - تكوين - تعليمية
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| المؤلف الرئيسي: | |
| مؤلفين آخرين: | |
| المجلد/العدد: | ع4 |
| محكمة: | نعم |
| الدولة: | الجزائر |
| التاريخ الميلادي: | 2013 |
| الصفحات: | 56 - 71 |
| رقم MD: | 643957 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
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| المستخلص: | Many people confuse between self-efficacy and academic competence of the teacher; and the fact that the first includes the second Competence contribute to self-determine the behavior of initiative and perseverance and effort of teachers.\ Has confirmed many of the studies that teachers who are qualified high degree of self- efficacy are characterized by authenticity, compassion and interest in the work and own strategies active and effective to achieve their personal goals and objectives of their students and the sense of responsibility and high capacity to manage and control the grade and characterized their pupils confidence in self, and less with system problems and behavior and reach a higher level in the thinking and problem solving. Studies indicate that this efficiency learnable and acquisition and emphasizes the need to focus on developing the skills of social competence of teachers, and to address some of the negative aspects resulting from weakness, and address the psychological impact on the configuration of the learners.\ The aim of this intervention is to display some practical and effective strategies and associated self-efficient for the teacher on the one hand and psycho-social interaction in the classroom on the other hand.\ |
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