Evaluating the Technological Competencies of Student-Teachers at the Faculty of Education Tripoli From the Perspectives of Educational Supervisors

Abstract

This study aimed to assess the level of technological competencies possessed by student-teachers at the Faculty of Education, University of Tripoli, from the perspective of their educational supervisors. Employing a descriptive-analytical methodology, data were collected from a sample of 27 educational supervisors using a researcher-designed questionnaire. The questionnaire consisted of 40 items that were divided across two main domains. Data were analyzed via SPSS (v.25). The results revealed that, overall, the technological competencies of student-teachers were moderate. Specifically, competencies related to "educational technology utilization" ranked first whereas "educational technology production" ranked last, both falling within the moderate range. Furthermore, the results showed statistically significant differences in competencies based on the student-teachers’ specialization: student-teachers specialized in Mathematics showed higher competencies compared to their peers in Applied and Human Sciences. Data also showed that student-teachers specialized in Educational Sciences and English Language demonstrated higher competencies compared to those in Applied and Human Sciences. Conversely, no significant differences were found between the Applied and Human Sciences specializations themselves. Based on these findings, the study suggests a clear need for developing the "Educational Media" course to enhance these competencies among student-teachers.