تقييم تطبيق مستوى أساليب التدريس المهني الحديثة في المدارس الأساسية في محافظة إربد في الأردن
The study aims to identify the level of modern professional teaching methods and their obstacles in elementary schools in Irbid Governorate, Jordan, from the perspectives of administrators, teachers, and school principals. The study highlighted the problem of challenges that hinder the implementa...
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| Summary: | The study aims to identify the level of modern professional teaching methods and their
obstacles in elementary schools in Irbid Governorate, Jordan, from the perspectives of
administrators, teachers, and school principals. The study highlighted the problem of
challenges that hinder the implementation of modern professional teaching methods in
some areas. The study used a descriptive-correlational method and a descriptive
survey method. Three questionnaires were used, targeting teachers of vocational
education, students, and administrators. The study sample consisted of 241 teachers,
425 students, and 183 administrators, selected using cluster random sampling. The
data were statistically analysed and processed using the Statistical Package for the
Social Sciences (SPSS). The results indicated descriptive differences in the application
of modern professional teaching methods and practical application in secondary
schools in Irbid Governorate, attributed to gender from the perspective of teachers, for
methods such as project-based learning, cooperative learning, and practical
application. However, there were no descriptive differences in the application of
modern professional teaching methods and practical application in secondary schools
in Irbid Governorate attributed to gender from the perspective of teachers for the
brainstorming method. The results also showed descriptive differences in the
application of modern professional teaching methods and practical application in
secondary schools in Irbid Governorate attributed to gender from the perspective of
students for all methods. Additionally, there were descriptive differences in the
application of modern professional teaching methods and practical application in
secondary schools in Irbid Governorate attributed to gender from the perspective of
administrators for cooperative learning and brainstorming methods, while there were
no descriptive differences for project-based learning and practical application. The
study concluded with several recommendations, including training students to use
certain devices, especially in vocational workshops, assigning specialized teachers to
teach vocational education, and providing specialized teaching programs in modern
teaching methods for them. Furthermore, the study suggested cooperation between the
administration and teachers to reduce the burdens on vocational education teachers and
to avoid converting vocational education periods into other subjects' periods. |
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