برنامج تدريبي قائم على إنموذج شوارتز وأثره في الأداء والتفكير ما وراء المعرفي لدى مدرسي اللغة الإنكليزية-لغة أجنبية للمرحلة الإعدادية

Abstract

Preparatory school teachers of EFL have problems in teaching English language. They depend fully on the conventional methods of teaching English which has a great impact on the performance of their students. One of these reasons is their failure to keep up with scientific development in training programmes that would advance their scientific levels. Hence, the current study is an attempt to construct a training programme for those teachers and find its effect on their teaching performance as well as their metacognitive thinking, as follows:1. constructing a training pragramme in terms of Schwartz Model.  2. finding its effect on the teaching performance of EFL preparatory school teachers. 3. finding its effect on the metacognitive thinking of EFL preparatory school teachers.A number of hypotheses have been formulated in order to achieve the aims of the study. The One-group Pretest-Posttest Design is adopted in the current study. A sample of fifty EFL preparatory school teachers that represent 71.43 of its original population have been randomly selected from the preparatory schools of the center of Tikrit city/ Saladdin Governorate, during the academic year (2022-2023). A training programme based on the Schwartz Model has been constructed.       A series of procedures have been followed to implement the constructed training programme. The involved teachers have been trained for teaching English in terms of the constructed programme within a period of seven weeks, with two sessions per week where the time of each session is two hours. Two instruments have been constructed to verify the formulated hypotheses and achieve the aims of this study, namely: a checklist, to assess the teachers’ teaching performance, and metacognitive thinking test to measure their improvement in this field. The observation checklist includes forty-four items distributed among three areas namely: planning, implementation, and evaluation. The metacognitive thinking test includes twenty items distributed among three areas namely: planning, monitoring, and evaluation too. The instruments have been validated, their reliability is obtained, their items have been analyzed and then applied to the involved sample of teachers. The collected data has been statistically analyzed. The obtained results indicate that the constructed training programme has improved the teachers’ teaching performance as well as their metacognitive thinking. The study ends with some conclusions and recommendations