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االمناهج التعليمية العربية في ظل طرائق التدريس الحديثة وعلاقتها بمستوى الأداء التدريسي لدى المعلمين

  • August 2021
Authors:
Pro. Sawsan Kara - Education
Pro. Sawsan Kara - Education
Nadia Ghalia at Academic Arab College Of Education
Nadia Ghalia
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Abstract

. Abstract The study aimed to define the Arabic educational curricula within the Green Line in light of modern teaching methods and their relationship to the level of teaching performance of teachers. The study sample consisted of (431) school teachers selected randomly. To achieve the study objectives, a questionnaire was used to identify the commitment of the Arab educational curricula to modern teaching methods and to identify the performance of teachers. The study results showed that indicated that the level of commitment of the Arab educational curricula within the Green
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


y.kara@bezeqint.net

nadihgali@gmail.com











α




Arabic Educational Curricula Inside the Green Line in
Light of Modern Teaching Methods and its Relationship
with Teachers' Instructional Performance
Abstract
The study aimed to define the Arabic educational curricula within
the Green Line in light of modern teaching methods and their relationship
to the level of teaching performance of teachers. The study sample
consisted of (431) school teachers selected randomly. To achieve the study
objectives, a questionnaire was used to identify the commitment of the
Arab educational curricula to modern teaching methods and to identify the
performance of teachers. The study results showed that indicated that the
level of commitment of the Arab educational curricula within the Green
2
Line to modern teaching methods from the teachers ’point of view was
moderate. In addition, the teaching performance of teachers inside the
Green Line was moderate. The results of the study also revealed the
existence of a positive statistically significant correlation at the level of
significance (α = 0.05) between the level of commitment of Arab
educational curricula within the green line in light of modern teaching
methods and the level of teaching performance of teachers. In light of the
results some recommendations were provided.
Keywords: Arabic Educational Curricula, Green Line, Modern Teaching
Methods, Teaching Performance
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
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
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       
  
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

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
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




3



Vanha, 2017






(Richards, 2001)



Zehngut, 2013)




 




(Seker, 2016



  




4





Murugesan, 2019)


 



 
 

(Akdeniz, 2016)
          
         


(Namitha, 2018)





   


         


5





Luskova & Hudakova, 2013)






(Mahgoub & Elyas, 2014)


(Hasbay & Altındag,

Ozgenel & Mert, 2019







Certad, 2016)




(Kaya & Ciftci, 2018)






6


(Tomal, 2019)







Divrik, Tas & Pilten, 2020




   



 Tyas, Nurkamto & Marmanto,
2020 













7





(Kaya
& Ciftci, 2018)




Divrik, Tas & Pilten, 2020

Certad, 2016)









(Stara, Chval & Stary, 2017






Certad, 2016)

8






























9

























Certad, 2016Namitha, 2018
Murugesan, 2019)

10
  











α

1










.513**
.000
.859**
.000
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.880**
.000
.449**
.001
8
.736**
.000

.506**
.038
.628**
.000
9
.789**
.000
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.755**
.000
.484**
.000

.307*
.030
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.531**
.000
.485**
.000
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.658**
.000
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.826**
.000
6
.540**
.000

.433**
.002

.618**
.000

α

α

Test-Re-
Test








11

Mahgoub & Elyas, 2014Hasbay
& Altindag, 2018Ozgenel & Mert, 2019

    







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
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
α

2



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
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
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
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.610**
.000
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.719**
.000
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.879**
.000
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.804**
.000
.497**
.000
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.604**
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.679**
.000
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.000
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.001
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.000
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.000
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.706**
.000
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.000
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.008
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.528**
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.000
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8
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.000
9
.858**
.000
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.000
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.586**
.000
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.000
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.000
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.607**
.000
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.420**
.002

α
12

α


Test-Re-Test

       







Test-Re-Test

Cronbach's Alpha



























 
13

 







4














3.61
.919



3.32
.969



3.27
.743




3.16
.942




3.03
.873



3.02
.990




3.01
.970



2.97
.938




2.95
.850





2.91
.693

14



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2.91
.886
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


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2.90
.999
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
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2.87
.795
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


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2.87
.829
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
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
2.84
.875



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2.70
.903
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2.55
.908
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
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2.53
.909
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
2.97
.482
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15
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








5








3.01
.477


2.99
.521


2.92
.456


2.83
.472


2.96
.430

 




        
  







16



 






Luskova & Hudakova, 2013)









     


17
6












3.53
.812



3.38
.843



3.16
.788




3.10
.893



3.04
.993


3.01
.970



2.96
.567




2.86
.836


2.78
.834




2.78
.881





2.75
.959




2.74
.762


3.01
.477










18







7

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
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
3.36
.829



3.35
.709



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3.17
.887
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


3.12
.831



2.99
.788



2.92
.673




2.84
.555




2.83
.905




2.81
.661





2.75
.718




2.48
.818





2.38
.964


2.92
.456



19
        

  

 



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


8

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
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
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3.08
.564
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
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
3.04
.857



2.67
.889
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
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
2.54
.717


2.83
.472














20



9

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


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





3.59
.841



3.22
.959



3.18
.764




3.08
.746



3.00
.929




2.82
.910



2.81
.796




2.74
.765



2.50
.668


2.99
.521




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


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
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
21
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     
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
    
     
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
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Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios
Article
Full-text available
  • Jun 2019
There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social studies textbooks were updated in 2018-2019 academic year based on the changes in the program. The goal of this study is to assess the contents of this updated grade 5 social studies textbook in line with opinions of the teachers.In scope of this study an interview form mostly comprised of open-ended question was applied with 28 teachers working in various provinces in order to assess the contents of the grade 5 social studies textbook put into use in the 2018-2019 academic year. The responses given to these open-ended questions are processed by content analysis method, which is a qualitative research technique. The study process was conducted in a planned and transparent manner. This is also important for reliability and validity of the study.It is found that teachers are generally satisfied with the content of grade 5 social studies textbook. There are some problems cited in regard of the language of the book not being suitable for the student level in context of some subjects. In particular, teachers have important suggestions regarding use of a storytelling language in regard of culture and heritage subjects in the textbook. The textbook is found adequate in regard of actuality and inner circle teaching. The teacher largely think compatibility of visuals with the content of textbook is sufficient; however, the textbook used in the previous year was also deemed agreeable in this regard.
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Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms
Article
Full-text available
  • Nov 2019
A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers’ self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers’ views about how best to teach mathematics centered on themes of active learning and ways to meet students’ needs.
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The Role of Teacher Performance in School Effectiveness
Article
Full-text available
  • Dec 2019
This research is based on the idea that teachers' performance at school level directly contributes to school effectiveness by achieving their educational objectives. In the research, relational survey model, which is one of the survey models, was used. 426 teachers (286 women and 140 men) participated in the study. Data were collected through School Effectiveness Scale (Hoy, 2014) and Teacher Performance Evaluation Scale (Özgenel, 2019). Data were having been analyzed by t test, ANOVA, correlation and regression. According to the research findings, teachers' perceptions of school effectiveness do not show significant differences according to their gender and seniority; but according to their educational background and school level. School effectiveness perceptions of undergraduate teachers are higher than those of graduate teachers. Primary and secondary school teachers perceive their schools more effectively than high school teachers. While teachers' performances do not show significant differences according to their educational background and seniority; it shows according to their gender and school levels. The performance of female teachers is higher than male teachers. Primary and secondary school teachers' performances are higher than those of high school teachers. Teachers' performance decreases as the school level progresses from primary, secondary and high school. A moderate and positive relationship was found between teachers 'performances and school effectiveness (r=.358; p<.01) and teachers' performances was explained 12% of the total variance in school effectiveness. In other words, teachers' performances positively affect the effectiveness of school. In the study, it was concluded that teachers' performance predicted school effectiveness and positively influenced. When it is recognized that building effective schools is a difficult process, teachers are expected to be involving and perform at a high level in order to overcome these challenges and achieve the school's basic objectives at the desired level. Therefore, it may be recommended to policy makers and school leaders that teachers determine their performance, receive feedback and establish a performance evaluation system with improvements as a result of the performance evaluation process.
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The Role of Textbooks in Primary Education
Article
Full-text available
  • Dec 2017
The article presents the results of research with the objective of finding out what kind of influence textbooks have on teachers’ decisions about the content and methods of their teaching, especially in comparison with other materials and factors. The research was particularly aimed at teachers of primary schools and textbooks and other teaching materials for social studies and sciences. The results show that even though the teachers believe that textbooks have a major influence on their teaching, they disagree with the idea that textbooks should determine the content and methods of teaching. The article presents some thoughts on how to overcome this contradiction
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Modern Teaching Techniques in Education
Conference Paper
Full-text available
  • Feb 2019
Modern Teaching Techniques have been spread all over the world, which is useful and easy for teachers. Modern Teaching Techniques educate children well and make them understand clearly. In this era, there is an increased usage of the internet in educational applications; this could mean that students and teachers will increasingly make use of technology within open and flexible learning systems. Technology plays an important role in enhancing and developing our learning system. Intended outcomes as well as unintended results of using Modern Teaching Techniques for teacher professional development need to be explored. Certain skills and capabilities of using different Modern Teaching Technologies are necessary for students as well as teachers. Therefore it is necessary to prepare them for the age of Modern Teaching Technology.
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Modern methods of teaching
Article
Full-text available
  • May 2018
The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia teaching and to suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching. The use of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country.
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Approaches to Teachers’ Performance Assessment for Enhancing Quality of Education at Universities
Article
Full-text available
  • Dec 2013
Each university tries to assess the work of the university teachers equitably. Through obtaining information about the teachers, the employer can desirably direct professional growth of the teachers and properly use their working and creative potential. The assessment of the working performance of the University of Zilina teachers is realized through scored assessment of their performance in the pedagogical and scientific-research activities. The assessment of the working performance is done by the head of department for the period of one year. Survey of the activities and outputs of each teacher given in the form, adjusted almost each year and approved by the rector, serves as a base for the performance assessment.
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The Role of Textbooks in a Language Program
Article
Full-text available
Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. In other situations, the textbook may serve primarily to supplement the teacher's instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers textbooks may also serve as a form of teacher training – they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher's professional knowledge. Advantages and limitations of textbooks The use of commercial textbooks in teaching has both advantages and disadvantages, depending on how they are used and the contexts for their use. Among the principal advantages are: 1. They provide structure and a syllabus for a program. Without textbooks a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed. 2. They help standardize instruction. The use of a textbook in a program can ensure that the students in different classes receive similar content and therefore can be tested in the same way. 3. They maintain quality. If a well developed textbook is used students are exposed to materials that have been tried and tested, that are based on sound learning principles, and that are paced appropriately. 4. They provide a variety of learning resources. Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive teaching guides, providing a rich and varied resource for teachers and learners. 5. They are efficient. They save teachers' time, enabling teachers to devote time to teaching rather than material's production.
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Teachers' Views on the Problem-Solving & Problem-Posing Tasks in Primary School Mathematics Textbooks
Article
  • Feb 2020
This paper aims to reveal teachers' views on the problem-solving & problem-posing tasks of primary school mathematics textbooks. The study utilized the single-case embedded design. We examined the mathematics textbooks used in the Turkish public schools in the 2017-2018 academic year. Also, we interviewed twelve class teachers, who were determined by the criterion sampling method, to reveal their views on the textbooks. In order to collect data, we employed a "Data Coding Scheme" to determine the problem-solving & problem-posing tasks in the textbooks and a "Semi-Structured Interview Form" composed of two open-ended questions to find out about the teachers' views. Since the questions asked to the teachers were determined as themes in advance, the descriptive data analysis technique was used for data analysis. The study concludes that the examined mathematics textbooks contain a sufficient number of problem-solving tasks, which are equally distributed under each heading in the textbooks. On the other hand, it has been found that the textbooks contain a limited number of problem-posing tasks, which are not equally distributed under each heading. Furthermore, we determined that no textbook that we examined contains different types of problem-posing tasks. Also, according to the teachers whom we interviewed, although the number of problem-solving tasks in the textbooks is sufficient, the tasks should be more effective. They also stated that the textbooks contain very few problem-solving tasks requiring different problem-posing strategies.
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