شبكة المعلومات العربية التربوية

The present study aims at investigating university teachers use of student-centered teaching strategies and its effect on developing Special education female student teachers' use of Arabic language teaching skills. A student-centered "Arabic Teaching Strategies" course was planned and executed with female special education students, level six. A sample of 74 female student teachers at El-Kharj College of Education, Prince Sattam Bin Abdulaziz University was non-randomly purposefully chosen due to the needs and objectives of the study. Theoretical background of the study is based on Wilmar's five steps of student-centered learning. Aims, objectives and tasks of the course were re-designed based on students' assuming individual responsibilities in planning for learning based on their needs and abilities. A peer observation checklist was built to identify the changes in students' skills of teaching Arabic in micro-teaching tasks. A self-reflection model to be filled by the student was also prepared. Results of the study indicates the effectiveness of using student-centered teaching based on student involvement in directing learning and increasing motivation through more cooperative tasks and encouragement of thinking about learning expressing how it happens and what is being learnt. The university teacher can play an important role in helping students assume learning responsibilities including planning for learning, gathering information, working within a group, choosing learning strategies and thinking of future practices. (Published Abstract)