أثر الممارسة التأملية في تطوير الأداء التدريسي لمعلمات التربية الإسلامية في سلطنة عمان
This study aims at verifying the impact of reflective practice in the development of teaching performance for female teachers of Islamic education in the second stage of basic education in the Sultanate of Oman. The study sample consisted of 16 female teachers representing 24.6% of the population. To achieve the aims of the study and answer the three questions, the researchers developed a training program integrated in reflective practice, and developed three tools: Checklist for teaching performance, consisting of 15 items, a memorandum of reflective teaching and learning situations, which included 22 items distributed among five major teaching skills, and an open three stages’ interview, which involved 15 questions. Results indicated: the existence of statistically significant difference between mean scores of Islamic education teachers in the two applications for pre and post of the checklist for teaching performance, in favor of the post application. Also, the results showed that the mean of the self-assessment on the memorandum of reflective teaching and learning situations was 2.80, which is considered high for such an evaluation of the standard that has been used. The study showed, through the interview results, a positive and clear impact for the reflective practice on different aspects. In general, the study revealed the impact of reflective practice in improving and developing the teaching performance for female teachers of Islamic education. One of the main recommendations of the study, in light of the findings, was the need of taking advantage of the training program and the various tools for the reflective practice to improve the performance of teaching for teachers. (Published abstract)