This paper aims at studying to what extent the female students in Child Education department at Princess Alia University College manage to apply the theoretical part in field training program. The data, which is the scope of this study, consists of 42 staffmembers and 36 educational supervisors responsible for the program. The two researchers have developed their own approach which is based on the main objects of the program and the theoretical literature used in child education department. The results have shown distinguished differences in statistics which reflect a deeper difference between the two points of view of the members of staffand educational supervisors. However, both parties agree on professional qualities. Qualities related to management of educational processes were given priority by the two parties while developing processes came later. Based on these results, the researchers provide a number of recommendations related to the main theme of this paper.
Keywords: theoretical aspects, field training, child eduacation
Advanced countries seek to develop their university educational systems related to teaching programs and students' preparation and training according to the highest international standards to be prepared for future careers and ready to confront the continuous changes at the cognitive and educational levels. What confirms the stead of the teacher in the educational process is that whatever methods and strategies are invented, new subjects and developed curricula are added or buildings with modern technological devices and furniture are constructed they will not achieve the desired goals without the teacher who possesses developed per formative competencies.
Developing the teacher's level will lead to the development and distinction of their students. The cognitive backgrounds, skills and behavior of doctors, engineers, businessmen and other categories of society are affected by those of their teachers and by the efforts exerted by their teachers throughout schooling years. This reflects the great position teachers occupy in society.
Field training is considered as the spine cord of pre-service teachers preparation programs at education colleges being the practical application of the experiences the student acquires in different scholastic courses as it makes him acquainted with the problems of the future career because among the purposes of practical training are refining specialized theoretical information and improving the student's capacity in teaching skills and his adaptation with the scholastic atmosphere.
The preparation of the student teacher (trainee) includes the academic scientific side and the educational professional side together with the cultural curricula. The scientific preparation is embodied in providing the trainee with the theories and concepts related to the subject he is going to teach, while the professional preparation is concerned with supplying the trainee with the educational theories and concepts and the educational strategies that help him efficiently perform his work. By this, the trainee makes sure of the relevance and appropriation of all what he has learnt in the theoretical preparation programs as one of the most important criteria of teachers preparation programs, as affirmed by the National Council of Academic Adoption of Teachers preparation programs, is to graduate a teacher who is able to connect theory with practice which facilitates his role as a teacher in general education stages (Wise & Leibbrand, 2001).
The co-ordination between general and university education is clearly noticed in the united kingdom; schools participate in the pre-service training of teachers to the degree that teachers of participant schools take part in the university admission tests and classroom visits that aim at solving the teachers' problems in addition to holding courses and meetings that promote their professional development plus involving them in the planning, execution and evaluation processes of all aspects of the educational process (Pimm & Selinger, 1995). …