درجة توظيف معلمي المرحلة الأساسية العليا لمنحى التعلم البنائي والصعوبات التي يواجهونها في مديرية تربية جنوب الخليل
| creativework.keywords | منحى التعلم البنائي والصعوبات | ar |
| dc.contributor.author | إيمان عبد ربه محمود ربعي | ar |
| dc.contributor.author | Eman Abidrabbu Mahmoud Rib’i | en |
| dc.date.accessioned | 2022-12-11T12:54:19Z | |
| dc.date.available | 2022-12-11T12:54:19Z | |
| dc.date.issued | 2020-12-15 | |
| dc.description.abstract | This study aimed to identify the degree of employing teachers of the higher basic stage for the constructive learning approach in the Directorate of Education in South Hebron in addition to revealing the difficulties that teachers face in employing the constructive learning approach, and to achieve this, the researcher built two measuring tools, the first consisting of (40) paragraphs that measure the degree of The employment of teachers for the constructive learning approach, and the second consisted of (22) paragraphs that measure the difficulties that teachers face in employing the constructive learning approach. The two tools of the study were applied to a sample of (294) teachers from the primary stage high school teachers in the South Hebron Education Directorate. After collecting data and analyzing them statistically, the results of the study showed that the degree of employment of teachers of the higher basic stage, which is oriented to constructive learning, was of a high degree, and the results also showed that there were no statistically significant differences in the arithmetic averages of the degree of employment of teachers of the higher basic stage oriented towards constructive learning in the Directorate of Education in South Hebron due to variables Academic specialization and gender, while there were statistically significant differences in the arithmetic averages of the degree of employment of teachers of the higher basic stage oriented towards constructive learning attributable to the variables of academic qualification and professional experience. On the other hand, the results of the study showed that the degree of difficulties faced by teachers of the higher basic stage in employing the constructive learning approach was of a high degree, and that the most difficulties teachers face in applying the constructive learning approach are the overcrowding of classrooms with students and the large burden placed on the shoulders of teachers. The results also showed that there were no statistically significant differences in the arithmetic averages of the difficulties faced by teachers of the higher basic stage in employing the constructive learning approach in the Directorate of Education in South Hebron due to the variables of academic specialization, academic qualification, professional experience and gender. In light of this, the researcher recommended several recommendations, the most important of which is the necessity to direct and motivate teachers of the higher primary stage to use constructive learning strategies in teaching, and the need for school administrations to take into account the density of the number of learners in the classroom in a way that helps teachers On the application of Builder Learning Models. | |
| dc.identifier.uri | https://dspace.alquds.edu/handle/20.500.12213/7312 | |
| dc.language.iso | ar | |
| dc.publisher | Al-Quds University | en |
| dc.title | درجة توظيف معلمي المرحلة الأساسية العليا لمنحى التعلم البنائي والصعوبات التي يواجهونها في مديرية تربية جنوب الخليل | ar |
| dc.title | The Degree of the Employment of the Basic School Teachers of the Constructive Learning Approach and the Difficulties they Face at South Hebron Education Directorate | en |
| dc.type | Thesis |