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The purpose of this study was to investigate the degree of effectiveness of the supervisory performance of cooperative teachers in improving the professional preparation of student teachers in the specialization of early childhood education.The participants were 155 student teachers enrolled in the education field-training program at Yarmouk University in Jordan. To achieve the purpose of the study, a questionnaire was developed, after insuring its validity and reliability. The findings showed that, according to the means and standard deviations of the questionnaire items, cooperative teachers did not fulfill their supervisory roles in improving the professional preparation of student teachers during the education field-training. The findings also showed that there were no statistically significant differences in the effectiveness of the supervisory performance of cooperative teachers due to gender, academic qualification and teaching experience. This indicates that these variables do not affect the cooperative teachers' supervisory role in improving student teachers' preparation. This study contributes to a better comprehension of the supervisory performance of cooperative teachers in improving the professional preparation of student teachers. It is suggested that the teacher education program at Yarmouk University should pay attention to improve student teachers' preparation during the education field-training phase.

This study endeavors to investigate the role of female teachers of childhood education in directing children towards the effective use of smart devices in developing their learning experiences. The sample of the study consisted of 83 female teachers in the northern region of Jordan, who were selected using the available sampling method. To achieve the aim of the study, a semi-structured interview was prepared and its validity and consistency were verified.The results shown that childhood education female teachers achieved advanced roles in directing children towards the effective use of smart devices, where effective direction towards the use of smart devices was represented in: directing children to self-organize their learning during using smart devices, directing children to acquire digital social interaction skills and directing them to learn innovation during using smart devices, with the importance of directing them to avoid the harms of using smart devices through preventive guidance.Moreover, the findings of the study revealed the importance of directing children to participate in various digital activities, as well as directing them to learn through digital applications that are purposeful and suitable to their mental capabilities. Based on the research findings, the study presented a number of relevant recommendations.