الممارسات التدريسية المتمركزة حول التعلم القائم على المشكلات لدى معلمي الدراسات الإسلامية في المرحلة المتوسطة
The study aimed to investigate the teaching practices for teachers of Islamic studies in the middle school based on problem-based. The study used a descriptive survey methodology, and the study population consisted of Islamic studies teachers, to (107) teachers. This study used a questionnaire and an observation schedule as data collection tools, with a study sample of (41) teachers for the questionnaire and (17) teachers for the observation schedule. The study reached at several results, which were the most important teaching practices required for middle school Islamic studies teachers based on problem-based learning are as follows: teaching practices based on problem-based learning in the area of lesson implementation, followed by teaching practices based on problem-based learning in lesson planning, and then teaching practices based on problem-based learning in lesson assessment. (Published abstract)