واقع الممارسات التأملية لدى معلمات العلوم الشرعية في مراحل التعليم العام بمدينة الرياض من وجهة نظرهن

الملخص EN

Reflective education is considered as one of the necessary practices for education development and professional development of teachers.

Reflective education means that the teacher subject all his practices and knowledge to a sort of reflection, contemplation and continuous critical analysis in order to strengthen his strengths and treat his weaknesses.

The aim of this study is to identify the degree of reflective practices with respect to female teachers of Sharia (Islamic Law) Sciences in all the entire educational levels in Riyadh Region; from the view point of those female teachers, in the light of competence and experience variables.

To achieve the objectives of this study, the researcher employed the descriptive approach, and prepared a list of reflective practices which consist of forty-one (41) skills itemized into three (3) different dialogues as follows: i) Reflection on Planning Procedures, ii) Reflection on Implementation Procedures, iii) Reflection on Evaluation Procedures.

A study sample of (185) female Islamic law teachers was employed, and the results indicated that, female Islamic Law Teachers practiced the skills of reflection of Planning Procedures all the time where the overall weighted average was (2.35), while they (female teachers) irregularly practiced reflective dialogues of both implementation and evaluation procedures.

The results also indicated that there is a statistically significant difference due to the effect of both competence and experience in the levels of reflective practices.