Search results for: Jordan
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Curriculum Orientations of Pre-service Teachers in Jordan: A Required Reform Initiative for Professional Development
The primary purpose of this study was to identify the curriculum orientation profiles of pre-service teachers participating in the teacher education programs at the Hashemite University in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The results of the factor analysis indicated that five latent factors with 29 items emerged from the Jordanian data highly consistent with the English version of the COI. Results also indicated that pre-service teachers valued all the curriculum orientations to various degrees. Specifically, they highly valued the Cognitive Process orientation followed by the Social Reconstruction orientation and the Humanistic orientation.
Updated: Jun. 10, 2014
Teaching Efficacy and Teaching Performance Among Student Teachers in a Jordanian Childhood Education Program
The purpose of this study was to investigate the teaching efficacy of student teachers in the Childhood Education Program at the University of Jordan. Results showed that a third of the student teachers had an internal locus of attribution, whereas two thirds had an external locus of attribution. Data showed that student teachers who had high levels of internal attribution also had a higher capacity to utilize effective teaching strategies compared to those with high levels of external attribution.
Updated: Jun. 19, 2013
The purpose of this study was to examine Jordanian preservice early childhood teachers' attitudes toward inclusion and the adequacy of their current preparation for implementing inclusion. The study also sought to identify the perceived concerns of preservice early childhood teachers about inclusion in early childhood settings in Jordan.
Updated: Jan. 23, 2013
This study explores how peer assessment contributes to enhancing student teachers' preparation during field experience. A semi-structured interview was conducted with 72 student teachers. The findings showed that the student teachers have positive beliefs about peer assessment. In light of the study findings, the researchers put forth a number of suggestions and recommendations for employing peer assessment in teacher education programs in Jordan.
Updated: Jan. 31, 2010
The study presents a historical background of teacher education in Jordan. It also outlines the components of the present teacher education program at Hashemite University. Based on the discussion of the current teacher education program and the revision of related educational literature, this article attempts to present a reform plan that will take into account the gaps and shortcomings in the current teacher education programs and the views of researchers in the field.
Updated: Oct. 28, 2009
The study explores the use of portfolios for teacher education students. Findings revealed that the portfolio provides pre-service teachers with productive learning experiences which help them develop their library use, knowledge, skills, attitudes, personal traits, motivation to learn, interpersonal relationships and an information source.
Updated: Jan. 09, 2008