Gauging the Level of Reflective Teaching Practices among Science Teachers

Autor/inn/en	Bawaneh, Ali Khaled; Moumene, Ahmed Boudjema Hamida; Aldalalah, Osamah
Titel	Gauging the Level of Reflective Teaching Practices among Science Teachers
Quelle	In: International Journal of Instruction, 13 (2020) 1, S.695-712 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Reflective Teaching; Science Teachers; Physics; Chemistry; Biology; Foreign Countries; Gender Differences; Teacher Qualifications; Teaching Experience; Teaching Load; Jordan + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Chemie; Biologie; Ausland; Geschlechterkonflikt; Lehrqualifikation; Lehrdeputat
Abstract	The study aimed at detecting the level of reflective teaching practices used by science teachers in classrooms. It sought to examine the potential alteration of these practices in terms of some variables, namely gender, qualification, experience, and load. The population consisted of all science teachers of physics, chemistry, and biology in the Bani Kenana educational directorate, Jordan. A representative sample of 256 teachers participated in this research work. The study adopted a twenty-seven-item questionnaire for data collection, used the SPSS program for data analysis, and provided statistical measures. The results indicated that the degree of employment of reflective teaching practices by science teachers was somewhat low but also varied depending on the kind of questions raised. They also demonstrated that there were statistically significant differences at the level of ([alpha] = 0.05) in the degree of employment of reflective teaching practices due to teachers' gender. However, the results also showed that there were no statistically significant differences for the variables of qualification, experience and load. Henceforth, the study recommended the urgent need of providing teachers with professional development programs for instructing them and raising their awareness of the utility of reflective teaching practices. The study also recommended the supplementation of all disciplinary teacher guides with efficient mechanisms for furthering reflective teaching practices. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01