The Ph.D. in “Education” is one of the postgraduate doctoral programmes in the School of Humanities, and it specializes mainly in the two processes of education (Instructional Process and Learning process). It is concerned with the education process, its planning, design, development, implementation methods, management, technologies, evaluation, supervision and follow-up. It is also concerned with the performance of the teacher, his professional development and his role in education, especially in the age of the Internet, and then working on rehabilitating him and providing him with modern educational, administrative, evaluative, supervisory, and technological skills and strategies, according to the latest findings of psychological and educational studies of science and knowledge in the field of Education and Multimedia of Instruction. It is also concerned with the student’s learning process, the learning strategies he employs during his learning, his thinking skills, and how he learns (Learning and Cognitive Strategies), in order to know how to learn effectively so that he is encouraged to rely on himself in learning, and to use multiple technological educational media, especially in this technical era that depends on technology in all areas of knowledge. Consequently, this programme focuses on the teaching and learning processes and discusses strategies that improve the performance of the teacher and everyone who works in the education system, raise their professional level and prepare them for the necessary preparation that qualifies them in the future to meet the needs of the labor market in the field of education locally and regionally; This in turn can facilitate the student’s learning process effectively and raise his scientific level, and then graduate an individual equipped, educated, skilled, thinker and researcher in all fields of science and knowledge.
PhD of Education
The first stage - Compulsory courses 84 Credits
This course includes a general review of research methods and their components, as well as the various research designs that are used in experimental studies conducted in the educational, psychological and social fields, and the definition of the characteristics of these designs, their uses, and the factors threatening their validity. This course deals with the use of well-known statistical software in analyzing educational data, such as: SAS, SPSS, AMOS software, and this course focuses on data entry and organization, using software to examine data, and analyze it using advanced descriptive, inferential and correlational statistical methods such as ANOVA in its various forms, unilateral and factorial. Repeated Measures and ANCOVA. The course also deals with the main correlational designs, such as simple and multiple regression analysis, and path analysis.
This course deals with the concept of strategy, learning theories and education theories, focusing on teaching for learning and motivating learners to self-learning. It also focuses on a comparison between the development of teaching strategies such as those based on the teacher such as explanation, description, story, lecture, delivery, presentation and representation; and student-based learning strategies such as collaborative learning, project learning, community learning, e-learning, research learning, drama, leadership in learning and group learning. Learning takes place through a combination of theory and practice, after discussing each strategy that is applied in the framework of micro-education, or research projects.
This course deals with the concept of education planning, its design, its fields, its benefits for the teacher, the curriculum developer, and the student, and the items of the education plan according to the “Darwazah” model for education design, such as general educational objectives, specific behavioral, and the type of educational content studied of concepts, principles, procedures and facts, and educational and administrative strategy. Educational activities, electronic and non-mechanical automated teaching aids, mental stimulants, and assessment tools at the theoretical and practical levels. It also deals with the model picture of the education plan to ensure the quality of each of its items, and the consistency (consistency) between these items; And the framework in which the planning process takes place, such as knowing the characteristics of the learner, the capabilities available in the educational environment, the schedule, and the appropriate budget.
This course deals with the concept of academic evaluation and the difference between it and measurement and research. It also discusses alternative or original evaluation and its various tools. Knowing the internal and external standards that are carried out in light of it, and the types of evaluation processes: such as evaluation with reference performance, reference criterion, formative evaluation, collective evaluation, confirmatory evaluation, evaluation of students’ achievement and what school achievement tests are, measurement tools in general, steps of their design, and types of questions, such as written and objective , semi-objective, open and restricted, specifications (criteria) of good questions, their compatibility with measured objectives, and studied content. It discusses measurement and evaluation tools for learning for the learner and for the institution. Measurement is considered as a way of learning through the benchmarks that are set.
This course deals with strategies for employing technology in teaching and learning, a discussion of several concepts related to that between open learning, e-learning, blended learning, and educational design for e-courses. It also deals with the concept of open educational resources and the mechanism of their production and dissemination, and how to benefit and access the publication from them through databases and free open learning sources. In addition to learning about the origins and ethics of electronic publishing and the applicable publishing licenses.
This course deals with the concept of teacher qualification and professional development, and the items that work to qualify him, such as training him on how to formulate general educational goals and specific behavior, analyzing the educational content studied and identifying its components of concepts, principles, procedures, and facts, determining educational activities, and using electronic and non-electronic educational aids. electronic stimuli, setting educational questions, evaluating students’ performance, how to manage class and control troublesome behavior, and provide a comfortable psychological environment for learning. This is in addition to the role of the teacher as an educator, evaluator, supervisor, planner, administrator, and academic as an explanation of information, a user of technology and educational multimedia, a designer of lessons, and an encouragement for students to interact with the educational environment, including teachers, classmates, director, educational material, and a local community. It motivates the student to control, control, and direct his learning process. It also deals with pre-service and in-service training programs, the objectives of each, and a presentation and comparison of international models.
This course deals with the concept of educational psychology as a field of general psychology and its importance to the teacher, student, school principal and educator in general, the behavioral school and its principles and scholars: such as Pavlov, Skinner, Thorndike...etc, and their experiences and schedules of reinforcement, reward and punishment, erasure, discrimination, and generalization behavior formation, conditional learning, unconditional learning, trial-and-error learning, and imitation learning; The cognitive school, its principles and experiences, its scholars such as Kohler, Koffka, Worthmeier, Levine, etc., and its modern scholars such as Ospel, Brunner and Bloom, the concept of learning mastery and its factors, motivation in learning and how to provoke it, individual differences and how to take them into account.
Optional courses 24 Credits
This course deals with the concept of educational supervision, its theories, its types, the factors affecting its development and future, the challenges it faces, and its educational applications. It also deals with the relationship between the educational supervision plan and the terms of the teaching design plan, in terms of educational and behavioral objectives, the method of teaching, the teacher’s motivation for students’ motivation, the use of reinforcement, taking into account individual differences, classroom interaction, the use of automated and non-mechanical teaching aids, suggested educational activities, and evaluation questions. And the final exercises, and a statement of the purpose of the supervisory visits, their number, and how to guide the teacher accordingly. It also discusses the different types of educational supervision and its methods in light of a renewed technological age.
This course deals with contemporary issues and trends related to education and learning and all its fields of planning, design, development, strategies and implementation, techniques, management, evaluation, supervision and follow-up according to the latest findings of psychological educational studies in the field of education, and then discussing, analyzing, and proposing solutions to them. employment, and how they contribute to the learning process.
This course deals with the concept of special education, strategies for teaching people with special needs, and their teaching styles. It also discusses integration with ordinary students and the requirements for that in terms of teachers, infrastructure, psychological care, preparation, educational curricula, and appropriate textbooks. It also deals with the legal framework for the education of people with special needs and the instructions and international and local legislation to ensure that.
This course deals with the ethics of the teaching profession, its concept, principles and values, the teacher's duties towards his profession, his rights, his role as an educator, supervisor and facilitator of the educational process, and an ideal for learners. And to identify the nature of the relationship between the teacher and the learners, the teacher and his fellow teachers and all those who are not working in the school in accordance with the laws and instructions of the study and based on respect, democracy and respect for human rights. And the importance of his role in achieving citizenship and raising the status of his country and creating a conscious generation that determines the future of his country through his enjoyment of literature, morals, science and knowledge.
This course deals with the concept of human memory, its divisions, functions, how it works in storing information, defining cognitive strategies, meta-cognitive strategies, learning strategies and thinking skills that the student employs to help him understand. Learning and not forgetting, such as putting educational questions, taking class notes, planning under important ideas, making analogies, weaving suspense stories, stimulating mental imaginations, placing pens, sentences and addresses, drawing information maps, tables and figures, and making introductions, summaries , instructions, guidelines, summaries, reviews, and iterations.
This course deals with global models of distinct educational systems, in order to compare them, draw lessons and lessons, and develop a Palestinian model after analyzing the local reality in the light of these models. This course is based on a case study, comparative research, investigation and deduction of lessons. Published scientific papers and international educational reports such as human development reports, Education for All reports and UNESCO reports for comparison between countries are also studied and analyzed.
The second stage - Practical Training 54 Credits
The student is assigned two hypothetical courses that the college chooses from among the courses that the student has studied at the undergraduate level, and this is considered a practical training for the student to be evaluated for eighteen credit hours. The student must divide each course from twelve to fourteen brief lectures. The student presents each lecture in the form of a written summary of its topic in Word or PDF format, accompanied by a video recording of it in the student’s voice using Power Point, the duration of which is no less than ten minutes and not more than About twenty minutes.
The thrid stage - PhD Thesis 108 Credits
The student must pass the stipulated courses with a score of at least 70%.
● The student submits a request to the administration to register the thesis, along with a proposed topic in one of the subspecialty tracks.
● If the initial approval of the subject title is achieved, the college council will designate a supervisor to guide and follow up the student in preparing the plan.
● The research plan includes the importance of the topic and a critical presentation of previous studies in it, specifically the research problem, then defining the study's curriculum and its main hypotheses or questions that you want to answer, and the division of the study and its sources.
● The student presents his proposed plan in a scientific seminar, discussing the plan as a topic and an approach.
● The student adjusts his plan based on the professors' observations in the seminar if he is asked to amend.
● After the seminar, the plan is presented to the college council to take its decision regarding the registration of the subject.
● In the event of approval, the college council’s decision is presented to the college council to approve the registration, and the registration date is calculated from the date of the college council’s approval.
Discussion and awarding of degrees
● The minimum for preparing the thesis is one year and nine months starting from the date of approval by the College Council to register the topic, and the maximum is four years that can be extended for an exceptional fifth year on the recommendation of the supervisor and approval of the College Council, provided that the total period of student enrollment in the degree does not exceed six years.
● The supervisor submits a semi-annual report that includes what has been accomplished, and what is required in the remaining period.
● After the student completes the thesis and the supervisor reviews it, the supervisor submits to the college administration a report stating its validity for discussion, including an assessment of the student’s performance during the preparation period of the thesis of 140 degrees, with a full copy of the thesis signed by him, and a letter with the names of the discussion and judgment committee proposed by the professors of the specialty, for presentation to the college Council.
● At least fifteen days must pass before the student's discussion from the date of the approval of the discussion committee by the college.
● The validity period of the committee formed to discuss the thesis is six months, which may be renewed for a similar period based on a report from the supervisor and the approval of the College Council.
● Each member of the committee writes a detailed scientific report on the validity of the thesis for discussion, and evaluates the thesis out of 420 degrees, and the average of the three degrees is taken.
The student may not be discussed unless he/she gets at least 70% of the supervisor’s evaluation of his performance and the committee members’ evaluation of the thesis in the individual reports.
● A group report is submitted after the discussion, signed by all members of the committee, in which an evaluation of the thesis discussion is given out of 140 degrees.