Analyzing the Content of 2nd Secondary School Grade English Language Textbooks in Light of Life Skills in Jordan

Amer, Mohammad Ahmad Bani; Al-Khataybeh, Majid Mohammad

doi:10.33258/biolae.v4i1.635

Cited by 2 publications

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“…It is referenced openly or implicitly in several 21st-century competency frameworks. ICT literacy is a broad notion that is described in all 21st-century paradigms as the ability to use technology as a tool for learning (Bani Amer, & Al-Khataybeh, 2022).…”

Section: Theoretical Framework Teaching and Learning Skills For The T...mentioning

confidence: 99%

Student Teachers' Perceptions of their Development of 21st Century Competencies

Amer

2022

IJRES

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Changes in science and technology and future employment competencies are needed for lifelong learning necessity cultivating students' development and progress in 21st century competencies. The purpose of the study was to examine Jordanian student teachers' perceptions of whether their teacher education had prepared them for 21st-century competencies, and how well they applied these competencies to their classroom teaching. The study also identified best practices, major obstacles, and suggestions for achieving these competencies. The study was conducted in two universities in the South and three universities in the North of Jordan that offer teacher education programs. A mixed-methods approach was used for this study. The sample consisted of 457 Student teachers who completed a structured questionnaire with open-ended questions to assess 21st-century competencies. Quantitative data analysis relies on descriptive statistics and correlations, while qualitative data analysis relies on content analysis. Despite differences in competency, the student teachers achieved 21st-century competencies based on their self-assessment. Students' perceptions of whether they succeed in implementing 21st-century competencies in their classrooms were documented in this study. The best-achieved competency was collaboration, and the least well-achieved competency was global connections. Answers to open-ended questions provided convincing evidence that courses involving collaborative and interactive learning, high quality, sufficient support, relevant 21st-century competencies, and integrating theory and practice can contribute significantly to the development of student teachers' 21st-century competencies.

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Section: Theoretical Framework Teaching and Learning Skills For The T...mentioning

confidence: 99%

Student Teachers' Perceptions of their Development of 21st Century Competencies

Amer

2022

IJRES

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“…Teaching methods are a vast area of multiplicity and choice, many and varied; It is, therefore, important for the teacher to know the nature of each method, its basis, and its compatibility with the educational goals of the students, since teaching methods and methods are essential steps, as well as a practical test of the appropriateness of including the objectives in practice (Bani Amer & Al-Khataybeh, 2022;Anderson, 2002). Badwi (2009) states that the teaching method is linked to the nature of the teaching material, as it gives the teacher the freedom to choose the appropriate method and lead the teaching process with all its components, which may be considered an indication of the lack of specific rules for teaching methods; It is necessary to diversify methods in line with the content, modern technology and the introduction of technical teaching methods, especially the teaching of Arabic books for the basic classes since this is the main subject on which students can build in the next stages of education.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using the Google Classroom Platform on the Development of Arabic Language Reading Skills among Third-Grade Students in Al-Karak Directorate of Education

Al-Ewesat

Al-Ghzewat

2022

BIoHS

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The study aimed to identify the effect of teaching using the Google Classroom platform on the development of reading skills in the Arabic language among third-grade students in the Directorate of Education in Karak. The study relied on the quasi-experimental approach. Its validity and reliability, and the study sample consisted of (42) male and female students of the third grade at Princess Rahma Bint Al Hassan Basic School in Karak Governorate, divided into two groups that were randomly selected, during the second semester of 2021/2022. The results showed that there were statistically significant differences at a lower level (0.05≥α) in the post-application of the reading skills test, and there were statistically significant differences in performance on the reading skills test between the Google Classroom platform and the regular method in favor of the Google Classroom platform. In light of the results, the study recommended recommendations: including the use of the Google Classroom platform in all subjects of basic school education.

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Analyzing the Content of 2nd Secondary School Grade English Language Textbooks in Light of Life Skills in Jordan

Cited by 2 publications

References 0 publications

Student Teachers' Perceptions of their Development of 21st Century Competencies

Student Teachers' Perceptions of their Development of 21st Century Competencies

The Effectiveness of Using the Google Classroom Platform on the Development of Arabic Language Reading Skills among Third-Grade Students in Al-Karak Directorate of Education

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