scholarly journals The extent to which middle school teachers possess creative teaching skills: مدى امتلاك معلمات اللغة العربية في المرحلة المتوسطة بمنطقة عسير لمهارات التدريس الإبداعي

2020 ◽  
Vol 4 (36) ◽  
Author(s):  
Sharifa Saad Haidan
Keyword(s):  
Middle School Teachers ◽  
Intermediate Stage ◽  
Arabic Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
School Teachers ◽  
Creative Teaching ◽  
Female Teachers ◽  
Descriptive Approach ◽  
Asir Region

The aim of this research is to evaluate the extent to which teachers of the Arabic language at the intermediate stage in the Asir region possess the skills of creative teaching and to achieve this goal the researcher used the descriptive approach, as the researcher prepared a card for observing creative teaching skills, and it consisted of (48) paragraphs and was applied to a sample of language teachers Arabic in the intermediate stage in the Asir region; The number of (15) female teachers. The results of the research showed that the overall tool has obtained an average (1.59 out of 3), with a rating (low), and at the axis level, the axis of creative implementation skills got the highest average (1.84 out of 3), with an estimate (average), and the axis of the creative evaluation of the teachers Average (1.76 out of 3) rated (low), and finally, the creative planning axis got an average (1.18 out of 3) rated (low), and in light of these results the researcher made some recommendations, the most important of which are: Making use of the observation card and its list of skills in building programs Training for Arabic language teachers, and participation of curriculum experts, teaching methods and educational technology in planning, designing, implementing, and evaluating programs Training related to Arabic language teachers.

scholarly journals The Extent of the Arabic language Teachers Practice in the Intermediate Stage for the Modern Teaching Skills from the point of view of the Managers and Supervisors in Iraq

2018 ◽  
Vol 226 (3) ◽  
pp. 361-378
Author(s):  
Dr. Suad Abdulkareem Al-Waili ◽  
Assist. Teacher. Ali Hanun Jassim ◽  
Assist. Teacher. Bilal Khalid Khudha
Keyword(s):  
Teaching Experience ◽  
Intermediate Stage ◽  
Arabic Language ◽  
Point Of View ◽  
Language Teachers ◽  
Teaching Skills ◽  
Second Stage ◽  
Female Teachers ◽  
Teaching Aids ◽  
Third Stage

The study aims to know the extent of the Arabic language teachers practice in the intermediate stage for the modern teaching skills from the point of view of the managers and supervisors in Iraq. The study sample consisted of (125) teachers within Maysan Education Directorate, they were 65 female teachers, 60 male teachers. To apply the study, the researchers prepared the study subject representing by questionnaire of modern teaching skills. The point of view of the managers and the supervisors in Iraq was medium, where the first stage was the Field of Planning with an average  of (3.02), second stage was the Field of Class Administration with an average of (2.95), the Field of Implementation came in the third stage with an average of (2.93), the fourth stage was the Field of Calendar with an average of (2.91)and finally  in the fifth stage was the Field of Activities and Teaching Aids with an average of (2.88).There are differences due to the gender, educational qualification and teaching experience. For the results, the study produced many recommendations and suggestions.

scholarly journals THE EXTENT TO WHICH ARABIC TEACHERS PRACTICE DIFFERENTIATED INSTRUCTION SKILLS IN THE SECOND CYCLE OF BASIC EDUCATION IN THE SULTANATE OF OMAN

2021 ◽  
Vol 03 (03) ◽  
pp. 1-12
Author(s):  
Mohammed Saleh ALAJMI
Keyword(s):  
Basic Education ◽  
Arabic Language ◽  
Language Teachers ◽  
Teaching Skills ◽  
Sultanate Of Oman ◽  
Significance Level ◽  
Education Practice ◽  
Female Teachers ◽  
North And South ◽  
Differentiated Teaching

This study aimed to know the extent to which Arabic language teachers practice differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman, and to reveal whether there are statistically significant differences at the significance level (ɑ≤0.05) due to the variables of the human gender and the educational governorates in the extent of practicing Differentiated teaching skills. The study adopted the descriptive approach, and its community consisted of all the first teachers and the first teachers of the Arabic language in the General Directorates of Education in the governorates: North and South Al-Batinah, Muscat, Al-Dakhiliyah and Dhofar, which numbered 175 teachers first and a first teacher, while the study sample was chosen by a simple random method at a rate of 75% It has reached 132 first and first female teachers, and to achieve the aims of the study, a differentiated education skills questionnaire was designed and applied, consisting of three axes: the planning axis for differentiated education, the implementation axis for differentiated education, and the evaluation axis for differentiated education. Among the findings of the study: The extent to which Arabic language teachers practiced differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman was of a medium degree, with an arithmetic mean of 3.16, while the study revealed statistically significant differences attributed to the gender variable in favor of the female teachers. The extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman in the axis of implementation of differentiated education, and in contrast there were no statistically significant differences attributed to the educational governorate variable in the extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman. Among the most prominent recommendations that came out of the study: Promoting Arabic language teachers in the second cycle of basic education who practice differentiated education. To increase the demand for it in teaching practices to high levels. And increasing interest in training programs for Arabic language teachers in the second cycle of basic education to raise the scope of differentiated education practice to high levels

scholarly journals Evaluation of constructive teaching skills among science teachers in the intermediate stage: تقويم مهارات التدريس البنائي لدى معلمي العلوم في المرحلة المتوسطة

2017 ◽  
Vol 1 (6) ◽  
Author(s):  
Abdullah bin Zaher Al - Shihri ◽  
Tammam Ismail Tammam
Keyword(s):  
Science Teachers ◽  
Intermediate Stage ◽  
Teaching Skills ◽  
Ministry Of Education ◽  
Graduate Studies ◽  
Training Courses ◽  
The Subject ◽  
Descriptive Approach ◽  
The Mean ◽  
Constructive Teaching

The research aims to study the teaching skills and evaluate the teaching skills of science teachers, and test significance of differences between the mean degree of practice according to the variables: gender, experience, educational qualification, and stage educational, and to achieve these objectives were applied a questionnaire consisting of (31) paragraph, to a sample Of (45) are teachers of science in the intermediate stage of the Ministry of Education and Mjardp. The researcher also followed the descriptive approach. The results indicated that the degree of science teachers and her teachers to teach constructivist was medium, and appeared statistically significant scientific qualification variable differences, for the benefit of graduate studies. The study recommended training courses for science teachers, to familiarize them with the skills of teaching constructivist, and trained to teach these skills to have procedures and guide administrators science with a list of skills (the subject of the study), during the supervision of the education in the schools of the intermediate stage and directing the attention of the authors and curriculum developers to take into account the good fundamentals in the article To provide learners with a leading to the development of scientific concepts in general.

scholarly journals Attitudes of primary school teachers towards e-learning in teaching Arabic and the obstacles they face

2022 ◽  
pp. 133-149
Author(s):  
أنس عدنان عضيبات ◽  
مشاعل محمد الرياحنة
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Arabic Language ◽  
Point Of View ◽  
School Teachers ◽  
Primary School Teachers ◽  
Male And Female ◽  
Arithmetic Average ◽  
Female Teachers ◽  
E Learning

The study aimed to identify the trends of primary stage laborers towards e-learning in teaching the Arabic language, and the obstacles they face from their point of view. The study relied on the descriptive and analytical approach, and the study population consisted of (170) male and female teachers working in public schools in Jerash governorate. The study sample (75) male and female teachers, who were chosen randomly. The results of the study showed that the attitudes of primary school teachers towards e-learning came at a positive level, with an arithmetic average (3.61), and the obstacles facing primary school teachers in e-learning came with a high degree, with an arithmetic average (3.84). The study recommended giving attention to providing electronic learning tools to include all schools, connecting all schools to the Internet and providing computers in proportion to the number of students in schools, and the study also recommended the necessity of dissolving all obstacles in e-learning, in terms of providing Internet labs in schools in proportion to the number of students and courses Scholastic.

scholarly journals The Attitudes of Arabic language teachers for the upper basic stage towards learning bridges activities in Almafraq Governorate: اتجاهات معلمي اللغة العربية للمرحلة الأساسية العليا نحو أنشطة جسور التعلم في محافظة المفرق

2021 ◽  
Vol 5 (50) ◽  
pp. 133-118
Author(s):  
Ayoub Khalaf Al-Mashqabah Ayoub Khalaf Al-Mashqabah
Keyword(s):  
Arabic Language ◽  
Point Of View ◽  
Language Teachers ◽  
Survey Method ◽  
Female Teachers ◽  
Basic Stage ◽  
Training Courses ◽  
Teachers Attitudes ◽  
Sample Method ◽  
Descriptive Survey

This study aimed to reveal the attitudes of Arabic language teachers of the upper basic stage towards learning bridges activities from their point of view in Mafraq Governorate in Jordan. To achieve the objectives of the study, the descriptive survey method was used. The study used an electronic questionnaire consisting of (20) items, It was distributed amongst the study sample members, which consisted of (172) male and female teachers, and they were chosen by the available intentional sample method. The results of the study showed that the degree of the Arabic language teachers’ attitudes of the upper basic stage towards the activities of learning bridges from their point of view was high; with an arithmetic mean (2.40), and the absence of statistically significant differences at the level (α = 0.05) in the estimates of the study sample members due to the variables (gender, educational qualification, training courses), and in light of the results of the study, the researcher presented a group among the recommendations the most important is encouraging and educating teachers in Jordanian schools to benefit from the activities of learning bridges in teaching.

scholarly journals Intermediate Students’ Arabic Writing Ability: An Exploratory Study in Saudi Arabia

2021 ◽  
Vol 11 (2) ◽  
pp. 101
Author(s):  
Jihad Al Marazeeq ◽  
Subhieya Abu Hatab
Keyword(s):  
Saudi Arabia ◽  
Writing Skills ◽  
Intermediate Stage ◽  
Arabic Language ◽  
Language Teachers ◽  
Ability Level ◽  
Intermediate Students ◽  
Writing Ability ◽  
Academic Year ◽  
Grade Average

This research investigates students’ ability in writing skill in the intermediate stage during the academic year 2018/2019. The research followed the analytical descriptive approach in which a test was given to a sample of (300) students in the middle stage in Arar city in Saudi Arabia. The results showed there were no statistically significant differences in students’ ability level in writing skills according to gender variable. The results revealed that there were statistically significant differences in the students’ ability level in writing skills according to the grade variable in favor of the third-grade average. The researchers recommended the need to increase the Arabic language teachers’ awareness of the importance to develop some writing skills such as writing Hamza (a glottal stop) and writing Nunation.

scholarly journals The teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour: الكفايات التعليمية اللازمة لمعلمي اللغة العربية للصف الرابع الأساسي  في مديرية تربية الأغوار الجنوبية

2020 ◽  
Vol 4 (20) ◽  
Author(s):  
Ali Salameh Dawod AlKhleifat
Keyword(s):  
Classroom Management ◽  
Fourth Grade ◽  
Arabic Language ◽  
Language Teachers ◽  
Vocational Development ◽  
Teaching Competencies ◽  
Human Relationships ◽  
Male And Female ◽  
Female Teachers ◽  
Study Results

This study aimed at identifying the level of teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour from the perspective of teachers themselves as well as the relationship of that with some demographic variables. In order to achieve the study objectives, the researcher developed a questionnaire that consisted of (39) items distributed to six domains; its validity and reliability were verified. The study sample consisted of (47) male and female teachers who were chosen in the simple random way of sampling, from those who teach the subject of Arabic language for the fourth grade. The study results showed that the level of teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour was high and for all the domains. The domain of (human relationships and classroom management) was in the first place, followed by the domain of (preparation and planning), then the domain of (implementing the lesson), followed by the domain of (evaluation), then the domain of (scientific side and vocational development), and finally the domain of (educational aids and techniques). The results showed that there are no statistically significant differences for the level of teaching competencies required for the Arabic language teachers at the total level and for the domains of ( scientific side and vocational development, implementing the lesson, human relationships and classroom management, ad evaluation) attributed to the variable of years of experience in favor of the (6) years and more. The results also revealed that there are no statistically significant differences at the level ( α≤0.05 ) due to the variables of gender and educational qualification regarding the level of teaching competencies required for the Arabic language teachers for the fourth grade. In the light of the results, the study recommended the necessity of holding more training courses for the male and female teachers of Arabic language in order to enable them to acquire the teaching competencies required for all the educational stages and academic grades.

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