شبكة المعلومات العربية التربوية

This study aimed to explore the understanding of teachers who have an active learning card of active learning, as well as how they apply and practice active learning in the classroom, and some of the elements associated with the application of active learning. The authors used the qualitative research through designing the grounded theory to reach to a theory that explains the practical practice of active learning guided by the collected data. The purposive sample consisted of (20) teachers who have the active learning card given by the educational supervisor under the supervision of the department of education. The research concluded that there are four main categories that help in the practice of active learning in the classroom, these are: trust, realism, motivation and self-development, as each of these categories include a number of elements associated with them, and in the light of the research results there are a number of recommendations and proposals. (Published abstract)