Abstract

This study aimed to examine the practicing degree of some educational specialists to their tasks as seen by the cooperated schools' principals and the female pre-service teacher in the cooperation program framework between UON and MOE. To achieve the aims of the study, the descriptive approach was used, and a questionnaire tool consisting of (20) paragraphs was distributed on three main areas (the cooperating teacher, the practical education coordinator, and the school administration), and after verifying the validity and reliability of the tool, it was applied to a sample of (22) school principals and (118) female pre-service teachers. The results showed that the degree of practice for all areas in general and for all statements for the school principals ranged between high and very high, and for female pre-service teachers; the degree of practices in the total areas was high and in all statements ranged between medium, high and very high. The results also showed that there were statistically significant differences between the responses of principals and female pre-service teachers in the three areas (the cooperating teacher, the coordinator of practical education, and the school administration) in favor of the principals. The main recommendations are the involvement of pre-service teachers in building exams' questions, analyzing their results, and communicating with parents.