التأملات الذاتية الفردية لمعلمي المدارس الحکومية في محافظة جرش للإجراءات المتعلقة بالإدارة الصفية

Document Type : Original Article

Author

Associate Professor educational department - Department of Educational Management and Assets - Faculty of Educational Sciences - Moata University

Abstract

 
        The study aimed to identify the nature of individual self- Reflection for  teachers in public schools in Jerash about procedures related to classroom management, and know the level of Reflection thinking among teachers in public schools in Jerash, to achieve the goal of the study two questionnaires were developed, validity and reliability has been confirmed for both. The questionnaire was distributed to a sample of teachers (400) per person. Results of the study showed that the percentages of the responses of the study sample of the types of procedures related to classroom management that they practice has ranged between (9% - 69%), the field of "procedures that apply, but not very efficiently" came in the first rank, with a percentage of (69%) , followed by the field of "measures that have not become part of my practice " in the second order with percentage of (12%), followed by the field of "measures that are still in the development stage within the exercise," in the third in the order (10%), the field of "inherent procedures in their practices, " in the last order with a percentage of (9%). The results showed that the overall average of the total estimates of study sample at the level of Reflection thinking was moderate with mean was (2.95), the average of the areas of the level of Reflection thinking ranges between (2.26 - 3.91), the area of “ the usual work” in the first order with a high level (3.91), followed by the area of “understanding” in the second order with a moderate mean(3.37) and the average level, the last fields of “Reflection and contemplation critic was in third, last order with a low level (2.26). The study came out some of recommendations the most important recommendation to the universities and the Ministry of Education to develop teacher training programs before and during the service to include the management of private classes and organize materials, and Reflection thinking.
 
 
      

Keywords

References

  1.  
    1. Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: a Popper Ian analysis. Reflective Practice, 7(1), 73-86.
    2. Dinsmore, T. (2003). Classroom Management, ED478771.
    3. Donoghue, T. & Brooker, R. (1996). The rhetoric and the reality of the promotion of reflection during practice: An Australian case study. Journal of Teacher Education, 47, 99-109.

 

  1. Jay, J ( 1999) Untying the Knots: Examining the complexities of reflective practice, AACTE conference session ‘ A Pedagogy of Reflection, 31. at Boulder  Mahwah, New Jersey
  2. McNally, J., I’anson, J., Whewell, C., & Wilson, G. (2005). They think that swearing is okay: First lessons in behaviour management. Journal of Education for Teaching, 31(3), 169–185.
  3. Moyles,J. Adams, S. and Musgrove, A. (2002) Using Reflective Dialogues as a Tool for Engaging with Challenges of Defining Effective Pedagogy. Early Childhood Development and Care, Vol. 172, pp 463-478.
  4. Pellegrino, A. M. (2010). Pre-Service Teachers and Classroom Authority. American Secondary Education, 38(3), 62-78.
  5. Scanlan, J., Care, D., & Udod, S. (2002). Unravelling the unknowns of reflection in classroom teaching. Journal of Advanced Nursing, 38(2), 136-143.

10. Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices. Australian Journal of Teacher Education, 36(8), 1-16.

11. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

12. Zeichner, Kenneth &  Liston, Daniel ( 1996 )  Reflective Teaching: An Introduction, Lawrence Erlbaum Associates, Publishers   University of Colorado.

 

 

 

Files

Share

How to cite

Statistics