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تقويم اداء تدريسيي دورات التأهيل التربوي واللغوي في جامعة بغداد

ان بناء اية حضارة يمثل جهداً انسانياً يشترك فيه كل الافراد والمؤسسات ويستلزم حشد القدرات لاسيما النخبة التي توجه الجهود وتعمل على الاستخدام الامثل للموارد في اطار حركة منظمة للمجتمع تنتج وسائلها وتحقق اهدافها ، وان حركة التاريخ والواقع تظهر ان التدريسي الجامعي هو صفوة النخبة والجامعة هي بؤرة المعرفة المؤسسية . ( عبود 2008 : 12 )                             

كما ان التجارب المعاصرة برهنت ان بداية التقدم الحقيقية والوحيدة في العالم هي التعليم ، وان ما تحقق للدول المتقدمة كان بوابته وانطلاقته التعليم ، كونه مصدر اعداد القوى البشرية المتميزة ، وهو البيئة الاساسية للعلم والمعرفة وحماية السلام الاجتماعي ومعالجة قضايا الانفجار السكاني والصحة والبيئة ومحاربة البطالة والامية واستيعاب التكنولوجيا واستخدام نظم المعلومات، فالتعليم استثمار تستفيد من عائده جميع القطاعات ، ولكي يحصل التعليم على موقع متميز لابد من وجود شريحة من المتميزين تضمنتها مدرسة او مؤسسة ترتبط بالمجتمع وبحياة الناس ، ولعل اهم آليات هذه الشريحة الاهتمام باعداد معلم قادر على تحليل المشاكل ومواجهتها ، وان يكونوا وسطاء بين هذه المدرسة او المؤسسة او المجتمع محفزين لابنائهم، وان يكونوا مكتشفين لمواطن النبوغ والعبقرية والمواهب فيهم ، اي ان تتمثل مهمتهم بتزويد الطلاب بمفاتيح المعرفة وقواعد الاسلوب العلمي في الدراسة وطرق البحث السليمة والحديثة وكذلك المهارات الحياتية والاتصالية المميزة .     ( بهاء الدين 2002 : 24 )

ان المدرس هو الاساس في العملية التربوية بكل مراحلها ، لذلك يظل عامل التكوين احد اهم العوامل التربوية الشائكة وقد يبدو الى الذهن ان خريجي الجامعات يتساوون في المعلومات ولكن الفرق لاتظهره الا طريقة التدريس والتبليغ واسلوب التعامل مع الطرق الرسمية المعتمدة ، وما عداها من الطرق المتوافرة الاخرى كما ان كثافة المعلومات لاتعد مقياساً لنجاحه في التدريس لان صب المعلومات كالسيل يسئ الى الطالب والى المعرفة والى صورة المدرسين والمؤسسة التعليمية .

ولعل ما يميز مدرساً عن آخر هو ما يبقيه لدى الطالب من معلومات مرتبة في ذهنه ليجيد الربط بينهما ويحسن تجميعها واستغلالها لتوظيفها في المقام المناسب ، وهذا مكمن السر في تقويم جودة المدرس والبرامج ونجاعة اساليب وتقنيات التدريس وعمل المدرسين . ( بن عثمان 2002 : 197 )                                                             

لقد كان وما يزال دور المعلم ( المدرس ) دوراً متغيراً مسايراً لمتطلبات التطور الذي صاحب التعليم بوصفه مهنة تحولت من عمل بسيط يقوم به البالغ تجاه العنصر الصغير الى حرفة ينهض بها نفر يملكون المعرفة المطلوبة والمهارة الخاصة في مجالات عملهم ، ثم الى فن مصقول            ( يعتمد على مواهب ذاتية وقدرات مدربة ، فضلاً عن انها اصبحت مهنة تنافس غيرها في سوق المهن الراقية ) . ( الابراهيم وآخرون 2000 : 32 )                                                       

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