تكوين الأساتذة حديثي التوظيف في الجامعة وعلاقته بجودة الأداء البيداغوجي

Résumé: The aim of this study was to determine how the training of newly employed university professors contributes to improving their pedagogical performance. The training process and program were considered as the independent variables, while the pedagogical performance of the professors was considered as the dependent variable. The field study was conducted at the University of Mohamed Khider in Biskra, including 62 newly employed professors from various disciplines surveyed using a comprehensive survey questionnaire consisting of 47 items. The study relied on a descriptive approach and utilized the Statistical Package for the Social Sciences (SPSS) for data analysis and processing. The study found that training contributes to enhancing the pedagogical performance of professors by equipping them with a range of teaching skills, encompassing teaching methods and techniques, whether in-person within classrooms or remotely using various technological and communication tools. Additionally, the training provided professors with pedagogical support skills throughout the students' educational journey and diverse methods for student assessment and educational evaluation. One of the most important recommendations of the study is the necessity to allocate sufficient and appropriate time for conducting training, while also providing modern technological resources to support this process. Short-term strategies and plans should be developed by higher education authorities to keep pace with the rapidly changing and evolving era, encouraging university professors to continue their professional training and development to enhance their performance, which is directly linked to improving the quality of higher education.

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