تعليم المعلمات للكتابة التأملية في المرحلة الابتدائية

Abstract EN

This study aims to identify the education reality of reflective writing at the primary .

level by female teachers through identifying the application level of reflective writing by these teachers on their female students and recognizing this application’s limitations from the teachers’ point of view.

The researcher utilized the descriptive approach for this study.

Also, the researcher used the questionnaire as a tool to gather data needed for the research validity.

The study community consisted of (910) female teachers at the public primary school level, in Al-Khobar city.

These teachers were distributed among (49) schools.

The research sample was represented in a random sample of (301) female teachers.

Key research results are: the majority of teachers were approaching reflective thinking application with students in the same way.

Most of the teachers provided media (i.e.

photos), or words as a brainstorming method to motivate their female students to practice reflective writing.

Results also revealed that teachers’ responses varied between “agree” and “neutral” regarding the limitations of reflective writing application on female students.

Students’ limitations came first, followed by school environment limitations, and teacher’s limitations.

The most significant limitations are: poor reading and writing skills of some female students, unavailability of school’s library to help developing female students intellectually and linguistically, and the idea that reflective writing is time consuming.

The study’s most significant recommendations are: To provide a library in each school that helps developing female students intellectually and linguistically, to provide training courses on reflective writing for teachers, and to allocate the proper time which enables teachers to practice reflective writing on their students.

The most significant suggestions recommended by the researcher are: to conduct a study about ways to overcome limitations of reflective writing application on female students at the primary level and to conduct studies on the effectiveness of proposed programs to develop students’ reflective writing skills.