The awareness of educational qualification students of the main educational philosophies and its reflection on their attitudes towards the teaching profession

Document Type : Original Article

Author

Department of Fundamentals of Education, Faculty of Education for Boys, Al-Azhar University, Cairo.

Abstract

The study aimed to reveal the awareness of educational qualification students at the Faculty of Education, Al-Azhar University, of the main educational philosophies, and its reflection on their attitudes towards the teaching profession. The study used the descriptive, and the questionnaire tool, which was applied electronically to a random sample of educational qualification students at the Faculty of Education, Al-Azhar University, which amounted to (470) male and female students. The study concluded that the degree of awareness of educational philosophies differs from one philosophy to another, and Islamic philosophy comes first, followed by realistic philosophy, followed by idealistic philosophy, and finally pragmatic philosophy. And that the total attitude towards the teaching profession falls on a positive level, the teacher's attitudes towards himself and his students come in the first place, followed by the teacher's attitudes towards the teaching process, then the teacher's perception of society's attitudes. There are statistically significant differences towards idealistic and Islamic philosophy in favor of the female category with a theoretical major, and towards realistic and pragmatic philosophy in favor of the male category with a scientific major. There are statistically significant differences towards (the teacher's attitudes towards himself and his students) in favor of the female category and the theoretical specialization, and towards (the teacher's attitudes towards the teaching process) in favor of the female category and the theoretical specialization. There are no significant differences between the two specialization categories on all dimensions of the second axis related to attitudes towards the teaching profession. There is a direct, statistically significant correlation at the level of significance (0.01) between the total attitude towards the teaching profession and the degree of awareness of idealistic, realist, and Islamic philosophies, and inversely with the degree of awareness of pragmatic philosophy.
 

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