The Degree to Which Professional Education Teachers Practice Active Teaching Strategies from the Point of View of Teachers and Their School Principals in Amman Schools

Abstract

The current study aimed to reveal the degree to which vocational education teachers practice active teaching strategies from their perspectives and that of school principals in Amman’s schools, where the study adopted the descriptive survey approach, and the study population consisted of two categories. A teacher and a female teacher, and the second category is the school principals in the capital, Amman, which number (205) principals, and the study sample was chosen by the cluster method, and it included (100) male and female teachers, and (50) male and female principals. The results of the study concluded that the degree of professional education teachers’ practice came to a medium degree, as well as the presence of a statistically significant difference due to the variable of sex and in favor of females, and differences due to the variable of experience in favor of the experience of more than ten years. In light of the results, the researcher made a number of recommendations, including: the need to encourage vocational education teachers in particular and teachers in general to implement active learning strategies in the classroom for the benefit of the educational process, and work to reconsider the teaching tools, methods and strategies they provide Schools to suit all classes and grades.

Keywords: Degree of Practice, Professional Education Teachers, Active Teaching

DOI: 10.7176/JEP/13-26-03

Publication date:September 30^th 2022