بناء برنامج تدريبي لمعلمي الدراسات الاجتماعية في ضوء البيئة التعليمية الداعمة وقياس أثره على الأمن النفسي لديهم = Developing a Training Program for the Social Studies Teachers in Light of Supported Instructional Environment and Measuring Its Effect on Their Psychological Security

2018 ◽  
Vol 26 (5) ◽  
pp. 568-587
Author(s):  
طوالبة ، هادي محمد ◽  
كراسنة ، سميح محمود ◽  
خزاعلة ، يوسف حسن
Keyword(s):  
Social Studies ◽  
Training Program ◽  
Social Studies Teachers ◽  
Instructional Environment ◽  
The Social

scholarly journals Covid-19 and Its Relationship to the Application of Distance Education in Teaching Social Studies Curriculum for the Upper Basic Stage from the Teachers’ Point of View: كوفيد-19 وعلاقته بتطبيق التعليم عن بعد في تدريس منهج الدراسات الاجتماعية للمرحلة الأساسية العليا من وجهة نظر المعلمين

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Adnan Mohammad Alnwairan, Salsabil Adeeb Hassan
Keyword(s):  
Distance Education ◽  
Public Schools ◽  
Social Studies ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Basic Stage ◽  
The Social ◽  
Use Of Social Media ◽  
The Impact

This study aimed to identify Covid-19 and its relationship to the application of distance education in teaching social studies curriculum for the upper basic stage from the teachers’ point of view. The study has used the descriptive-analytical approach, where a questionnaire was employed as the study instrument. The population of the study consisted of a random sample from (311) Social studies teachers. The tool was distributed electronically through the use of social media and email to Social studies teachers of upper basic stage in public schools in three governorates, Amman, Salt and Irbid. The results showed that the impact of COVID-19 on teaching social studies curriculum for the upper basic stage was moderate. Furthermore, the level of applying distance education when teaching the social studies curriculum to the upper basic stage from the Teachers’ Point of view was moderate as well. The results also showed that there is a significant relation between COVID-19 and the level of distance education application when teaching the social studies curriculum for the upper basic stage. The current study recommends going beyond the schools' scope and researches higher education from across the entire Hashemite Kingdom of Jordan as a follow-up to this research's findings. Further qualitative research would be needed in the future to accurately assert the level of applying distance education.

scholarly journals Kuwaiti Teachers' Satisfaction with the Social Studies Curriculum and Their Performance in the Classroom

2022 ◽  
Vol 12 (1) ◽  
pp. 355
Author(s):  
Abdullah J. Alhajri
Keyword(s):  
School Districts ◽  
Social Studies ◽  
Teaching Methods ◽  
Learning Activities ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Teacher Gender ◽  
Item Questionnaire ◽  
The Social ◽  
And Performance

This study investigated Kuwaiti teachers' satisfaction with the structure of the social studies curriculum and their performance in the classroom. It aimed to answer two main questions through a twenty-two-item questionnaire applied to a sample of 132 social studies teachers. The results have shown moderate satisfaction in this regard among those teachers. There were no effects of teacher gender, experience, or various school districts on the satisfaction of social studies teachers and their performance in the classroom. The researcher called for reevaluating the curriculum by its developers to pinpoint and rid it of the causes that obstruct higher teachers' satisfaction and performance, mainly its inadequacy to students' interests, needs, skills, creativity, individual differences, and practical learning activities, and up-to-date teaching methods.   Received: 9 September 2021 / Accepted: 5 December 2021 / Published: 3 January 2022

scholarly journals The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

2019 ◽  
Vol 7 (4) ◽  
pp. 62
Author(s):  
Kenan BAŞ
Keyword(s):  
Social Studies ◽  
Classroom Management ◽  
Class Size ◽  
Social Studies Teachers ◽  
Future Research ◽  
Management Skills ◽  
Self Confidence ◽  
The Social ◽  
Significant Difference ◽  
The Relationship

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

scholarly journals THE EFFECTIVENESS OF A TRAINING PROGRAM BASED ON UN PRIORITIES IN DEVELOPING THE AWARENESS OF SOCIAL STUDIES TEACHERS IN MUSCAT PROVINCE TO LIVE TOGETHER

2021 ◽  
Vol 03 (05) ◽  
pp. 106-122
Author(s):  
Hawra Hassan MOHAMED ◽  
Saif BIN NASIR
Keyword(s):  
Social Studies ◽  
Training Program ◽  
Training Programme ◽  
Assessment Tools ◽  
Classroom Teaching ◽  
Social Studies Teachers ◽  
Semantic Level ◽  
Cognitive Component ◽  
Comprehensive Plan ◽  
Made In

The study aimed to measure the effectiveness of a training programme based on United Nations priorities in developing the awareness of social studies teachers of co-existence, their motivation towards its application, and its integration into their classroom teaching practices. To achieve the goal of the study, a training program was designed in co-existence, in addition to an assessment form measuring the awareness of co- existence, consisting of three components (cognitive- emotional- skilled) covered by (68) assessment tools in its final form. The sample of the study was made up of 30 teachers from Muscat province who underwent the training program. The results of the study indicated that the level of awareness of teachers of co-existence had increased after the implementation of the training program. The results showed statistically significant differences between the average responses of social studies teachers in the first axis of the cognitive component and in total for females, while the rest of the axes did not see differences between the three study variables (for the type of specialization and experience). The study also showed a statistically significant interaction at the semantic level (0.05 ≥ α) among social studies teachers in the overall degree of the measure of awareness of co-existence and its different components, in the remote application between the variables of type and experience. In light of the results, the study recommended the development of a practical and comprehensive plan by the Ministry of co-existence, and to develop the curriculum of social studies so that they present the topics of co-existence integrated at all stages. In addition, the study proposed further series of studies to be made in co-existence. Keywords: Training Program- Teacher Training-Social Studies- Co-Existence.

Sign in / Sign up

Export Citation Format

Share Document