درجة الممارسات التأملية في الأداء التدريسي لدى معلمات التربية الخاصة بمنطقة الباحة
The study aimed to know to what extent the reflective practices in teaching performance can be used by special education female teachers at Al Baha Region in the areas of planning, implementation, and evaluation of teaching. It also examined significant statistical differences that can be attributed to the following variables: (academic qualification, years of experience, scientific specialization, and reflective teaching training courses). To achieve the study's objective, a descriptive survey method and a questionnaire tool were used. The study population consisted of all special education female teachers at Al Baha Region. The study sample consisted of {n=86} female teachers being selected randomly. To analyze the results, the Statistical Package for Social Sciences (SPSS) program was used for statistical indexes: weighted arithmetic mean, arithmetic mean, standard deviation as well as Kruskal-Wallis test. The results indicate that there is a high degree of using reflective practices in teaching performance by special education teachers at Al Baha Region. It turned out from the results that the planning area ranked first, and its arithmetic average was (4.175) followed by evaluation (4.074) and at the third place came the implementation (3.903). The analysis of potential variables showed no significant differences related to the degree of use of reflective practices in teaching performances by special education female teachers when the variables (academic qualification, years of experience, and number of professional development programs in reflective teaching. However, it showed statistical differences that can be attributed to the scientific specialization variable related to teachers specialized in hearing impairment. The study recommended training the teachers on reflective practices and their tools through conducting training workshops. It also suggested increasing the supervisors' awareness of the importance of reflective practices as a modern approach to professional development. (Published abstract)