ممارسات التعلم البنائي لدى معلمات الصفوف الأولى في بيئات تعلم القراءة

الملخص EN

The present study aimed at exploring the constructivist learning practices of the first three primary grades' female teachers in reading teaching and learning settings.

The sample of the study consisted of 40 female teachers.

It was conveniently selected from the Directorate of Education in Jerash city during the second semester of the academic year 2017/2018.

To achieve the aim of the study, an observation checklist of constructivist learning practices was developed after verifying its validity and reliability.

It consisted of 24 items distributed over three domains: executing the lesson with the participation of students, using the environment and the local community and using constructivist assessment.

The instrument of the study was applied to observe specifically the female teachers' practices in reading and teaching environments.

After conducting the appropriate statistical analyses, the findings revealed a moderate practice degree of the constructivist learning reading settings; thereby being far from high practice degree.

The statistical means for the three first grades’ teachers’ practice degree of the constructivist teaching and learning in teaching reading classes varied between 1.65 and 1.94, with an overall scale mean score of 1.82, which indicates a moderate practice degree.

The domain executing the lesson with the participation of students came on top, followed by using constructivist assessment.

Nevertheless, using the environment and the local community domain came last.

To this end, the results revealed that the constructivist learning practice has not prevailed or been practiced in the local community.

Additionally, the results did not show any statistically significant differences that are attributed to the variables of female teachers' teaching experience and their scientific qualification in the constructivist learning practices of the first three primary grades' female teachers in reading teaching and learning settings.

In light of these results, the study recommends the adoption of constructivist learning in reading settings, particularly for improving reading comprehension and its engagement in students’ daily lives.