الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
INTROMICTION
Political Education is regarded as onC. of the main dimensions of E4u.eation in general as education hot only has thing, moral and social functions but also has its political function as well. The subject matter of political education has attracted the attention of both thinkers and philosophers because both teams sec political education as a contributing .:.gent in the process of social change. The.present research sees it as a contributing agent in providing learners with balanced knowledge, i.e, knowleige that is not biassed or that intends to create a previledged (class of people) but that which pushes development steps fot ward.
Previous studies in the area of political education revealed a lack in the role that school plays in this respect. They also revealed that that lack might be due to several reasons as traditienal methods of teaching,. school courses rather than the inefficiency of the ;qehool as an environment valid for political education. In addition, there are other reasons as the not - well - prepared teacher, the passiveness., the indifference and the political westeinizaton of most of the educated individual; hence, the problem of
the present research..
The present researcher sees that the disinterest in political education ;Lay have :/ndesired ceinsequences. This also seems to be due to ::.-7,3umptiols. First., isolating education from politics forfeits learners from
role in developing political. consciousness. This segregation also
p•-ilitical emptiness in learners which in most eases leads to eert,tin phenomena that hinder developmeut in additioo u) the spread of severa sects of students of various trends in the Egypti,,,n. Universitie. The most dangerous of these sects La\ e been those who named
themselves ” Religious sects” and those who are actually ” Indifferent”. The formers are dangerous because they have polarized a great number of people and because they expanded their activities to include all life dimensions particularly politics. The latters include the majority that can be easily involved and polarized to any thinking trend. Therefore, educating these students politically may provide a panacea to such matters and may direct their behavior to the proper way of the desired change that goes in accordance with the democratic principles and that realizes the interest of the society. This is exactly what the present research tries to realize.
The problem
The problem of this research can be expressed in the following
questions :
I- What are the concepts of political education that should be there with
the teachers of social studies?
2-What are the components of using self-education style in designing a
training course in political education for teachers of social studies?
3-What is the effect of teaching the suggested training course on the development of the political situation as well as the political attitudes of the teachers of social studies?
Assumptions of the research :
There are some assumptions behind this research as follows :
I- Political education is a vital process imposed by the contemporary
world changes.
2- Educational establishments schools, institutes and colleges play an
important role in the area of political education.
3-Courses on political education can integrate objectives and contents and all can be incorporated in the plan of social-studies teacher education.
4-Political behavior of adults is affected by the experiences they passed by during their earlier stages of age (e.g. childhood).
Hypotheses of the research :
They are as follows :
1-There are significant mean differences between teachers’ mean scores in the pre-administration and their mean scores in the post-administration of all the four dimensions of the political attitude and democratic behavior scale in favour of the post administration.
2-There are significant mean differences between teachers’ scores in the pre-administration and their scores in the post adminstration of political situations and democratic behavior test (PSDBT) in favour of the post-administration.
Method :
The sample of the study (N 60) were selected from among
teachers of history and geography in Benha and Kafr Shukr Education Districts as well as postgraduate students in Benha Faculty of Education.
The study has made use of two tools :
1-A test of political situations which comprises twenty items related to
school work.
2-Political Behavior Attitude Scale that comp ices forty situations directly related to general political work.
The procedures are as follows : 1- Theoretical study that includes :
a)Review of literature.
b)Objective analysis of teaching social studies in the various
educational stages regarded as relevant to political education.
c)International trends in teacher education and in-service training programs in the field of political education.
2- Identification of the concepts of political education that should be there with the teachers of social studies., then they were judged by a jury of
specialists.
3- Developing some of these concepts by the use of self-education
modules.
4- Designing the research tools :
a)Test of political situations.
b)Political Behavior Attitude scale.
c)Judging and standardizing the test and the scale.
5- Field study that includes :
a)Selection of the sample.
b)Pre-administration of the tools.
c)Training the teachers on how to use the modules.
d)Developing the program.
e)Post- administration of the tools
6- Statistical treatment of the results.
7- Recommendations and suggestions.
Results of the research :
I- There are statistically significant differences (at 0.01 level) between
teachers’ mean score on the pre-administration of the Political Behavior Attitude scale and their score on the post-administration in favor of the latter; the pre-mean score is 90.75, the post-mean score is 97.58 and
the t-value is 3.74 which is statistically significant. This is likely to be
due to the effect of the suggested training course.
2- There are statistically significant differences (at 0.01 level) between teachers’ mean scores on the pre-administration of the test of political
situations and their scores on the post administration in favor of the latter, the pre-mean score is 20.80 and the post-mean score is 34.60
and the t-value is 22.88 which is statistically significant.
3- Concerning the effectiveness of the course, it has been revealed through the administration that the course is effective to an extent of 1.6. It is
more than the extent identified by Black which is 1.2. The course did not reach the required effectiveness with respect to administering the political behavior attitude scale.
Rccona mend a tions :
The researcher sees the following :
I- Courses in political education should be presented to university students
in general and to Faculties of Education students in particular.
2-Concepts of political education should be presented right from the
primary stage till the secondary.
3-Course of in service teacher training and director training should be
fully considered regarding the addition of course in political education.