شبكة المعلومات العربية التربوية

The present study aimed at investigating history teachers' awareness for the requirements of the chronotope concept dimensions at the secondary stage. Three tools were developed. The first was a list of the requirements of the teaching performance and cognitive chronotope concept. It consisted of 42 cognitive sub-requirements. The second tool was a cognitive test for measuring the cognitive requirements. The third tool was an observation checklist for measuring the teaching performance inside the classroom. The study sample consisted of 16 teachers in the field of History education at the secondary stage in Benha Educational Administration، Al-Qalyoubiya Governorate، during the school year 2014. After verifying the validity and reliability of the study tools، they were conducted to the study sample. The study results showed that the history teachers' awareness level was less that the competence level (75%) in the requirements of the teaching performance and cognitive chronotope dimensions. The history teachers at the secondary stage did not have the awareness necessary to the teaching knowledge and competence that achieve the essential interaction and integration between time and space in only one concept that is the chronoscope. Therefore، they are not able to find the awareness of the History movement dimensions in a comprehensive reflective vision. Based on the study results، some recommendations and suggestions were presented. (Published abstract)