The situation of field training programme and its role in giving female students the necessary skills to practise the profession of an educator (A field study from the viewpoint of fourth year female students in the department of kindergartens)

The study aimed to get acquainted with the situation of field training in the department of kindergartens in the faculty of Education at Tishreen University, and this training role in giving female students the necessary skills to practice the career of an educator from the view point of fourth year female students. The two researchers followed the descriptive approach. The subject of the study, which is a questionnaire, was distributed to a random sample consisting of seventy female students form November 1st to December 15th, 2014.Mathematical medians and relative weights were used to analyse data. The study got to know the most important points of strength and weakness in the field training programme. The study also showed the students, appreciation of the programme's ability to give them the necessary skills to be educators in the future. It also showed a medium degree of satisfaction with the programme in general. The study recommended an increase in field training hours as well as an increase in the number of kindergartens where female students can train so that they can apply theoretical knowledge more practically.

The Degree of Female Students’ Use of Some Habits of the Productive Mind in College of Education at Al-Baath University

The aim of the current research is to know the degree to which the students of the Kindergarten Department in the College of Education at Al-Baath University use some habits of the productive mind, and to reveal the significance of the differences between the average responses of female students on the scale of productive mind habits according to the variable of the school year, so the research followed the descriptive approach, by preparing a scale of habits of mind. The Productive Mind, which included seven mental habits selected from Costa and Calick's list (Costa & Calick, 2009), and its application to a random sample of (401) female teachers distributed over the four school years, representing 45% of the original research community. The results of the research revealed that female students in the first year used the habits of the productive mind at a slightly low degree with an average of (2.0158) and a percentage (40.31%), while the degree of use of the second year students of the habits of a productive mind was medium with an average of (2.696) and a percentage (53.92%), as well as the degree of The third year students’ use of the habits of the productive mind is medium with an average of (3,100) and the percentage (62%), as well as the degree of use of the fourth year students with an average of (3.328) and the percentage (66.56%). The productive mind according to the variable of the school year, where the value of P (17,524) came with a probability value (0.000) less than 0.05, and the (LSD) test showed the direction of differences in favor of the second, third and fourth year students.

The Effectiveness of a Cognitive Flexibility Theory – Based Training Program in Developing Some Productive – Mind Habits of Female Student Teachers and Their Preferable Learning Styles

The study sought to determine the effectiveness of a training program based on the theory of cognitive flexibility in developing some habits of productive mind and preferred learning methods among female student teachers, by identifying the level of habits of mind necessary for female student teachers in kindergartens and their preferred learning methods, and determining the procedures of the training program based on the theory of cognitive flexibility. To study its effectiveness in developing some habits of the productive mind and to know the percentage of the contribution of the habits of the productive mind to their preferred learning methods, so the study followed the quasi-experimental approach by designing two equal groups (control and experimental), by preparing a scale of the sixteen habits of the productive mind according to Costa & Kallick’s list. (2009) and a measure of productive mind habits necessary for female kindergarten students, and applying Felder and Silverman’s preferred learning styles scale (Index of learning style, 1999), on a purposive sample consisting of (46) female kindergarten students from the third year because they are in the intermediate learning stage according to the theory. Cognitive flexibility, as the sample represents 20% of the research population, and the results of the study revealed a low level of six habits of the productive mind in the sample: perseverance, control of recklessness, flexibility of thinking, creativity, continuous learning, and striving for accuracy. The sample’s learning preferences also varied between... Methods of processing, perception, input and thinking. The results showed the effectiveness of the training program based on the theory of cognitive flexibility in developing the necessary productive mind habits for kindergarten students. The results also revealed the contribution of productive mind habits to preferences for learning methods, as the habits of the productive mind individually predict preferred learning methods in proportion. It ranges from 31% to 64% in the post-measurement, and the six habits of the productive mind contribute together over time, as they predict preferred learning methods by rates ranging from 18% to 63.8%, with the exception of the processing style, of which the creativity habit predicted 34%. Some Recommendations in light of these results.