درجة ممارسة معلمي التاريخ في الأردن لمبادئ التدريس الفعال من وجهة نظر المعلمين والمشرفين التربويين
This study aimed at identifying the degree of history teachers' practice of effective teaching from teachers and educational supervisors' point of view. The descriptive approach was wed. The study sample consisted of (74) female and male of history teachers in the public schools related to the directorate of education and teaching in Kasbat Al-Mafraq and (7) educational supervisions within the specialization of social studios in the governorate of Al-Mafraq. Two questionnaires were prepared for teachers and educational supervisors. They included principles of effective teaching principles into three domains: planning, executing and using instructional aids and evaluation. The research results showed that the degree of history teachers’ practice of effective teaching in Jordan from teachers and educational supervisors’ point of view was moderate. The results also showed that three were no statistically significant differences in the estimates of the study sample of teachers according to the gender variable. In additions there were statistically significant differences according to the scientific qualification variable in favour of higher studies and according to the variable of experience in the field of evaluations in favour of (5-10) years and more than (10) years. In light of the result the researcher offered a set of recommendations of holding defining forums of the effective teaching principles and conducting continues training courses for history teachers including the principles of effective teaching. (Author’s abstract)