scholarly journals School laboratories and equipment in primary schools in Jeddah and the extent of their use in the educational process according to McGraw-Hill syllabi: المختبرات المدرسية وتجهيزاتها في المدارس الابتدائية بمدينة جدة ومدى الاستفادة منها في العملية التعليمية وفق "مناهج ماجروهل"

2019 ◽  
Vol 3 (19) ◽  
Author(s):  
Fatima Abdullah Bujaili
Keyword(s):  
Primary Schools ◽  
Analytical Approach ◽  
Training Programs ◽  
Science Curriculum ◽  
Educational Process ◽  
Male And Female ◽  
Female Teachers ◽  
Scientific Innovation ◽  
School Laboratory ◽  
The Subject

The study aimed to identify the reality of school laboratories and their equipment in primary schools in Jeddah and the extent of their use in the educational process according to the " McGraw-Hill syllabi ", and the researcher used the descriptive analytical approach, and the tool was a questionnaire; it was applied to a sample of (150) teachers in primary schools in Jeddah , The study found a number of results, the most important of which are: that the activation of the school laboratory helps in the growth of creativity and scientific innovation for the student, so it is a necessity in the primary stage. However, the deficiencies from the consumables in the science curriculum are not filled from the operational budget according to the controls mentioned in this regard, and the deficiency is not addressed if any of the tools and devices are borrowed or transmitted, and the materials and tools available in the school laboratory are insufficient, and based on the results, some recommendations has been presented, the most important of which are: increasing the number of laboratories, and holding training programs for school laboratories for male and female teachers of natural sciences so that they are scientifically and technically prepared. And conducting complementary studies on the subject.

scholarly journals Common Teaching Methods for Vocational Education Teachers in Jordan: أساليب التدريس الشائعة لدى معلمي التربية المهنية في الأردن

2020 ◽  
Vol 4 (22) ◽  
Author(s):  
Ibrahim Qsaem Mohammad Ababneh
Keyword(s):  
Vocational Education ◽  
Teaching Methods ◽  
Professional Education ◽  
Educational Process ◽  
Project Method ◽  
Female Teachers ◽  
Training Courses ◽  
The Subject ◽  
The Common ◽  
Gender Variations

This study aimed to identify the common teaching methods of vocational education teachers in Al- Mafraq Governorate in Jordan through application to a sample of (180) male and female teachers. And a tool for the study was developed consisting of (20) paragraphs, and after making sure of the tool's sincerity and its stability. The study reached the following results: that professional education teachers use a variety of teaching methods, some of which are traditional and others are modern, noting that (practical presentation style, project method, problem solving method, and method of dialogue and discussion) is the most common among professional education teachers, and that justifications Usage is mainly due to the appropriate occasion of the content of the subject of vocational education, the importance of the appropriate method to develop student discovery skills, and employing the method that makes the student the focus of educational process, and there were no statistically significant differences attributable to gender variations or the educational qualification in Yen differences appeared statistically significant Tazly variable experience on common teaching methods of professional education teachers in favor of the experience category 5-10 years. The researcher recommended a number of recommendations, the most important of which were: holding training courses for vocational education teachers in order to train them on how to choose appropriate teaching methods for the vocational education course, and the need to prepare evidence that shows the steps for teaching the content of the vocational education curriculum for professional education teachers to use when employing modern teaching methods.

Student Teachers' Observations of Unfavorable Teacher Behaviors Exhibited in Classrooms

2011 ◽  
Vol 108 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Mücahit Dilekmen
Keyword(s):  
Student Teachers ◽  
Physical Aggression ◽  
Primary Schools ◽  
Verbal Aggression ◽  
Teacher Behaviors ◽  
Classroom Teachers ◽  
Male And Female ◽  
Female Teachers

The aim of this study was to identify male and female teachers' misbehaviors in classrooms and determine the variance of those misbehaviors in schools in different socioeconomic areas. The study was conducted in 24 primary schools in Erzurum province with a total of 210 classroom teachers. Data were obtained through observations made by 210 student teachers. The data collected were analysed through descriptive analyses by the researcher. 661 misbehaviors were observed and classified into six different categories, namely, physical aggression, passive (verbal) aggression, constant nervousness, trouble in managing the classroom, class failures pertaining to instruction, and other.

scholarly journals Innovations in the educational process of primary school on the example of the subject «The Surrounding World»

2019 ◽  
pp. 22-29
Author(s):  
A. Marchenko ◽  
E. Evdokimova
Keyword(s):  
Primary School ◽  
Work Experience ◽  
Primary Schools ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Aids ◽  
Literary Sources ◽  
Innovative Environment ◽  
The Subject ◽  
Pedagogical Innovations

The  article analyzes the  problems of  introducing new theoretical and methodological approaches in  the  educational process of  primary school. The authors consider the changes that occur in learning as a result of the creation and application of  pedagogical innovations  – ideas, principles, technologies, methods and teaching aids. Unfortunately, the analysis of the literary sources and work experience of  teachers in  primary schools of  the  Moscow Region indicate a  lack of  activity of  teachers in  this direction. One of  the  main  reasons for this problem is the lack of an innovative environment in educational institutions, which is  manifested in  the  methodological unpreparedness of  teachers, in  their poor awareness of the essence of pedagogical innovations.

scholarly journals Implementation of Environmental Issues in Teaching the Subject of Technical Education at Primary Schools

2020 ◽  
Vol 10 (4) ◽  
pp. 93
Author(s):  
Ivana Tureková ◽  
Jana Bilčíková ◽  
Alexander Bilčík ◽  
Iveta Marková
Keyword(s):  
Primary Schools ◽  
Technical Education ◽  
Slovak Republic ◽  
Environmental Issues ◽  
Educational Process ◽  
Lifelong Education ◽  
Environmental Aspects ◽  
Conceptual Approach ◽  
The Subject ◽  
The Given

Nowadays, environmental issues belong to frequently discussed topics. Our article focuses on the implementation of environmental issues in teaching the subject of Technical education at primary schools in the Slovak Republic. Our research sample consisted of 123 students, graduates of primary schools in Trnava, Trenčín and Bratislava regions after they started to study at secondary vocational schools. We wanted to find out more information about their experience related to working with tools, instruments and machines, to developing their creativity, designing and manufacturing of their hand-made products. Our main questions dealt with environmental issues and their acquisition in the subject of Technical education. Up to 55.5 % of respondents stated that they did not learn, or they did not remember the area of environmental issues within the given subject. 7.8 % of respondents remembered mainly the topic of waste sorting out of all environmental issues discussed at the lessons of Technical education. In general, environmental aspects as cross-cutting topics of the educational process can be adequately demonstrated and implemented in the subject of Technical education. However, this implementation also requires a new conceptual approach to the teachers` education and the lifelong education of the whole society, as well.

scholarly journals The Degree of Application of Educational Administrative Accountability by the Principals of Special Education Centers and its Relationship to Some Variables from Teachers’ Perspective

2022 ◽  
Vol 12 (1) ◽  
pp. 155
Author(s):  
Aziz Ahmed Al-Rahamneh
Keyword(s):  
Special Education ◽  
Educational Level ◽  
Analytical Approach ◽  
Educational Systems ◽  
Male And Female ◽  
Female Teachers

This study aimed to define the degree of application of educational administrative accountability by the principals of special education centers and its relationship to some variables from the teachers' perspective in Amman. The descriptive-analytical approach was adopted. The study sample consisted of (85) male and female teachers, who were chosen randomly. A measure of administrative accountability in educational systems was developed consisting of four areas namely, students, teachers, goals, innovation, and creativity. Findings revealed that the degree of application of educational administrative accountability by the principals of special education centers came to a medium degree and in all its fields, and there were no differences in the degree of application of educational administrative accountability by the principal of special education centers attributed to the variables of gender and educational level.   Received: 23 September 2021 / Accepted: 15 November 2021 / Published: 3 January 2022

scholarly journals Measuring the skills and psychological readiness of female teachers towards employing computers in the educational process in Riyadh: قياس استعداد المُعلِّمات المهاري والنفسي نحو توظيف الحاسب الآلي في العملِّية التعلِّيمية بمدينة الرياض

2020 ◽  
Vol 4 (36) ◽  
Author(s):  
Alia Abdulaziz Al Amer Al-Qahtani
Keyword(s):  
General Education ◽  
Computer Technology ◽  
Training Programs ◽  
Arithmetic Mean ◽  
Educational Process ◽  
Female Teachers ◽  
Study Results ◽  
High Degree ◽  
Descriptive Method ◽  
Education Process

This study aimed to identify female teachers' skills readiness towards applying Computer Technology in Educational Process in Riyadh and their psychological readiness result from training and practice, and to highlight the most prominent difficulties which lead to reduce the level of applying computer for female teachers in educational process (quantitatively and qualitatively) and to provide proposals to increase its effectiveness. In order to achieve this goal, the researcher used the descriptive method. The study sample consisted of 243 female teachers of general education in Riyadh who was selected randomly. The most prominent results that the study sample was agreed with a high degree towards: (psychological readiness of female teachers to apply the computer in educational process, impact of applying computer in education on female teachers with an arithmetic mean (2,6 of 3) and (2.74 of 3) respectively. While they were agreed with a medium degree towards: (skills readiness of female teachers to apply computer in educational process, difficulties face female teachers to apply computer in education process) with an arithmetic mean (2,05 of 3) and (2,21 of 3) respectively. The most prominent programs which were applied are: display program and search engines. The study results indicated that there are statistically significant differences between the average responses of the study sample towards the psychological readiness of female teachers towards applying computer in the educational process, according to variable of training programs.

scholarly journals Evaluation of Mathematics Teachers’ Knowledge at UNRWA Schools in Gaza Strip about the Action Research Concepts and Process

2020 ◽  
pp. 13-24
Author(s):  
Heba A. M. Abuabdou ◽  
Salahaldin M. A. Abuabdou
Keyword(s):  
Action Research ◽  
Mathematics Teachers ◽  
Training Programs ◽  
Gaza Strip ◽  
Research Knowledge ◽  
Total Study Population ◽  
Male And Female ◽  
Female Teachers ◽  
Study Population ◽  
Cumulative Experience

In this study, the availability of action research knowledge was measured among teachers of mathematics in schools belongs to Relief and Works Agency for Palestine Refugees (UNRWA) in Gaza Strip. The study sample consisted of 241 male and female teachers, where the study sample contained (25%) of the total study population, which consists of (972) active teacher during the current study time (second semester- 2019/2020). It was found that the sample has a strong knowledge about the action research concepts. Moreover, it was confirmed that there are no significant differences attributed to the variables of gender, training programs, and educational qualification. Meanwhile, the results showed that there is a significant effect by the teacher’s age and cumulative experience on the teachers’ knowledge of action research. Based on the findings, the challenges and obstacles that prevent teachers or limit their ability to perform action research must be studied and thus an attempt should be made to overcome those obstacles in order to push the teacher to perform the action research.

SPEECH STYLE USED IN TEACHING ENGLISH THROUGH WHATSAPP DURING PANDEMIC OF COVID-19

2021 ◽  
Vol 3 (2) ◽  
pp. 49
Author(s):  
Uswatun Khoiriyah
Keyword(s):  
Primary Source ◽  
English Teachers ◽  
English Teacher ◽  
Teaching English ◽  
Male And Female ◽  
Speech Styles ◽  
Female Teachers ◽  
Result Show ◽  
Qualitative Descriptive ◽  
The Subject

Speech style is a unique characteristic of an individual. Specifically, to accomplish the learning purpose a teacher is needed to use speech style to assist their students. There was different speech style between male and female English teachers while explaining the subject. Moreover, in the pandemic Covid-19 condition there is a requirement to use technology information as learning media such as Whatsapp.  The research objectives are (1) to analyze the type of speech styles that the teacher used in teaching English through WhatsApp during pandemic of Covid-19 at SMP Islam Al Azhaar Tulungagung (2) to analyze the students’ perception of speech style  used by the teacher through WhatsApp during pandemic of Covid-19 at SMP Islam Al Azhaar Tulungagung. The method of research is qualitative descriptive by using primary source as voice note, questionnaire to collect the data and data was analysis using Baxter’s speech styles categorization. The result show that (1) the male english teacher often used matter of fact features because he wanted to be more factual and referential when he explained the material to the students. Then, the most dominant of the female teachers speech style was co-operative. The female english teachers often used co operative features because she wanted to have good cooperation with their students in tlearning English. (2) The students said that they more motivated learning English when their teacher appreciate them in addition the most of students hoped that teacher should asked used referential question because it can increase their ability in English.

scholarly journals The degree to which history teachers use modern evaluation strategies in Jordan: درجة استخدام معلمي التاريخ لاستراتيجيات التقويم الحديثة في الأردن

2020 ◽  
Vol 4 (26) ◽  
Author(s):  
Amjad "Ahmad Shareef" Alzoubi
Keyword(s):  
Social Studies ◽  
Random Sample ◽  
Analytical Approach ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Teaching Performance ◽  
History Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Evaluation Strategies

This study aimed to reveal the degree to which history teachers use modern evaluation strategies in Jordan from their point of view, as the researcher used the descriptive analytical approach, due to its suitability for the purposes of the study, and to achieve this goal the study tool was constructed and represented by the questionnaire, as it consisted of two areas (modern evaluation strategies And modern evaluation tools), and after making sure of their sincerity and reliability, they were applied to a random sample of (100) male and female teachers from history teachers in the Irbid governorate in Jordan. The data was entered into SPSS programs in preparation for analysis. The results revealed that the degree of social studies teachers using of modern evaluation strategies from their point of view was average, as the results showed that there were no statistically significant differences attributable to gender and scientific qualification variables in the degree of social studies teachers using of modern evaluation strategies from their point of view.  In light of the previous results, the researcher recommended the need to train history on how to use modern evaluation strategies to develop their teaching performance, and the need to prepare evidence for how to use modern teaching strategies and the appropriate tools for them.

scholarly journals Teachers' Perception toward Factors Hindering Learning Phonetic Transcription of Received Pronunciation

2020 ◽  
Vol 3 (7) ◽  
pp. 85-98
Author(s):  
Fadi K. AL Najjar
Keyword(s):  
Analytical Approach ◽  
The Other ◽  
Total Degree ◽  
Validity And Reliability ◽  
Male And Female ◽  
The Third ◽  
Female Teachers ◽  
Phonetic Transcription ◽  
Percentage Weight ◽  
Received Pronunciation

This study aimed at identifying the teachers' teachers' perception toward factors hindering learning phonetic transcription of Received Pronunciation. The researcher used the descriptive analytical approach to suit the aims of this study. The sample consisted of (150) male and female teachers at the governmental schools in Palestine. The instrument of the study is a questionnaire. Also, the tool has three domains in which the first domain is the teachers' factors. The second domain is the language factors, and the last is the curricula and courses factors. Validity and reliability were conducted for the questionnaire, therefore, the reliability is good. Data were collected through a link prepared through Google Drive. The responses were collected and treated by SPSS statistics. The results showed that the domain of language factors occupied the first rank with a percentage weight of ( 72.37%), Then the domain of teachers factors occupied the second rank with  a percentage weight of (66.95%). Finally, the domain of curricula and courses factors occupied the third rank with a percentage weight of (63.41%). The total degree of the domains reached a percentage weight of (67.58%. In addition, the results showed that there are statistically significant differences at (0.05) in the curricula and courses factors in favor female and there are no statistically significant differences in the other domains. Besides, there are no statistically significant differences at (0.05) due to years of experience variable. The researcher recommended the teachers to revise the rules of IPA and do efforts in practicing the use of phonetic transcription. Teachers should remember the irregularities of such English words as possible as they can to develop their schemata.

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