شبكة المعلومات العربية التربوية

This study aimed to know the degree of the practice of teachers of jurisprudence at the secondary stage of divergent thinking strategies, obstacles to their practice of them, and their attitudes towards them, and the study relied on the descriptive approach (the survey). The sample of the study consisted of (25) female teachers, for whom the observation card and attitudes scale were applied, and an interview was made for them. The results of the study concluded that the general average of the degree to which jurisprudence teachers practice divergent thinking strategies during their teaching was (2.61), which is an average rate. The study also found that the attitudes of jurisprudence teachers towards their practice of divergent thinking strategies were positive, as the general arithmetic mean was (2.87). And that there is a set of obstacles that they face when practicing divergent thinking strategies, and perhaps the most important one is a large number of female students in a single class. The results also showed that there were no statistically significant differences in the degree of practice of jurisprudence teachers in the secondary stage of divergent thinking strategies due to the variable of experience in education, and the existence of statistically significant differences in the degree of practice of the teachers of jurisprudence in the secondary stage for the implementation of teaching according to the divergent thinking strategies due to the scientific qualification variable. (Published abstract)