الفهرس 
الباب الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
INTRODUCTION
The importance of and the need for the Islamic religious education teacher emerges form the significant jobs and roles s/he undertakes. Since s/he, through the Islamic religious education, helps in developing the correct belieues of the learners, informing them with the rules, orders, principles, and conceptions of Islam; protecting them against the destructive ideas and dogmas, answering their religious inquiries, and teaching them the ethical values which lead to setting the coherent stable society.
To be able to play these roles effectively, the teacher should receive the due care and interest in respects of prepartion and in service training in the light of the recent international trends. The most important of these trends is the one based on cometency. Which is characterized by defining the teacher’s roles, stating and articulating goals, individualizing instruction and considering the trainees past experiences; using the recent techaiques, and concentrating on the competencies required for the teacher.
The competency based teacher preparation trend is also characterized by employing various styles to organize. The content of the program, and depending on several teaching strategies used to help the teachers acquire the target competencies, of which the microteaching strategy is the most important which is employed in the professional compertencies training; whereas there are other training styles emplayed n the special competencies training, such as lecturing, directed discussion, modelling and self instruction.
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2-Problem of the study:
though the Islamic religious education teacher is very important in all educational stages in general and specially the prep. Stage, which represents the begining of adolescence with its accompanying religious suspicions of the learners; the adolescence period is considered a fertile time for setting and developing the religious values of the learners; the specialist teacher of the Islamic religious education subject, however , has no existence, which resulted in the many complaints of the teacher’s weakness the technical reports as well as the results of conferences, forums, researches and previous studies assert that teacher of the Arabic subject who teaches.
The Islamic religious education subject hasn’t the ability to master the Holy Quran recitation and explanation; s/he is deficinet in the religious convictions, and isn’t success full in using the recent teaching methods.
Moreover, the in service training courses held by the ministry fails in providing the teacher with the needed competencies. 3-Defining the problem:
The problem of the study is defined in the low level of
performance of the Islamic religious education teachers at the prep. Stage when teaching the Islamic religilus education subject and their lack of the competencies required for success in teaching this subject. And to handle this problem, the researcher, through the present study, attempted to answer the following main question.
How can we develop some teaching competencies of the Islamic religious aducation teachers at the prep Stage? Of this main question branches the following subquestions.
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1-What are the competencies to be mastered by the Islamic religious education teacher at the prep. Stage?
2-What is the performance level of the teacher to these competencies?
3-What is the appropriat program for treating the weaknesses of some competencies?
4-What is the effectiveness of the suggested program in developing these competencies? 4- Study Delimitations:
This study is confined to:
1-The Islamic religious education teacher at the prep. Stage.
2-Evaluating the performance aspects of the Islamic religious education subject branches at the prep. Stage.
3-Some professional and Academic competencies of a sample of teachers.
4-Developing the cognitive domain and the performance domain of the competencies on which the program will be based. 1- Procedures of the study:
The study went through the following procedures:
1- Identifying the competencies necessary for the teacher of Islamic education at the preparatory stage through.
a-Previous stndies that dealt with competencies Islamic Education Teacher or micro teaching.
b-The nature of the preparatory stage.
c-The mature of the Islamic Education.
d-The characteristics and needs of growht at the early adolescne stage.
e-The aime of the Islamic Education curiculum at the prepartory stage.
f-Current trends in teaching the branches of the subject.
2- Reaching a list of competencies including 171 one, in its final form
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3- Jdentifing the extent to which these compertencies exist in teachers thnongh designing a checklist including 148 main performance and applying it to 20 male and female teachers .
4- Designing a training program through:
a-The bases identified in the previous stepa.
b-The compedencies needed for the teachers concing their weakcness level.
c-Review of literature on inserwice training programs based on copetencies micro teaching an?
d-Identifying the steps of program development.
e-Validity of the program.
f-Preparing the tools of the study: achevement tests observation checklists for measuring the cognitive and performance sides of each competency.
5- Measuring the effectiveness of the program through:
a-Identifying the experimental desing: one group design.
b-Selection of the population ( n= 34 trainees)
c-Pre-administration of the tools.
d-Teaching the suggested progrm.
e-Post administration of the tools. Results of the study:
The study reached the following main results:
1- There are statistical significant differences between the mean scores of pre-post achievement performance) scores of the population in favor of the past- test.
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3-Effectiveness of the progrnan reached 1-2 according to Black’s adjusted gain ratio.