اتجاهات المعلمين نحو استخدام الفصحى في التدريس بسلطنة عمان = Teachers’ Attitudes towards Using Classical Arabic in Teaching in the Sultanate of Oman

2018 ◽  
Vol 8 (24) ◽  
pp. 42-53
Author(s):  
ريا بنت سالم بن سعيد المنذرية
Keyword(s):  
Sultanate Of Oman ◽  
Teachers Attitudes ◽  
Classical Arabic

scholarly journals Attitudes of Islamic education teachers in the Governorate of Dhofar in the Sultanate of Oman towards teaching Islamic Faith: Exploratory study (qualitative)

2022 ◽  
pp. 40-57
Author(s):  
نسيمة بنت ربيع اليافعية ◽  
محسن بن ناصر السالمي
Keyword(s):  
Focus Groups ◽  
Exploratory Study ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Sultanate Of Oman ◽  
Teaching Aids ◽  
Teachers Attitudes ◽  
Islamic Faith

The study aimed to identify the trends of Islamic education teachers in the Dhofar Governorate of the Sultanate of Oman towards teaching the topics of the Islamic Faith. The study adopted the qualitative approach using interviews within focus groups, on a sample consisting of (14) teachers, and through analyzing the data, the teachers ’attitudes were classified into four axes: what is related to the topics of the Islamic faith, and what is related to the methods of teaching the Islamic faith and its teaching aids, and what is related to the teacher, and what is related to the student, The results showed that most of the teachers ’attitudes were not positive towards teaching the Islamic Faith in all axes.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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