واقع ممارسات معلمات صعوبات التعلم في المرحلة الابتدائية لاستراتيجيات التعلم المنظم ذاتيا في التعليم عن بعد

Abstract EN

This study aimed at identifying the reality of practices of self-regulated learning strategies among the female teachers of learning difficulties at primary stage in remote teaching.

the study adopted the analytical descriptive methodology.

a questionnaire was prepared that included the practices of self-regulated learning strategies in remote teaching.

the questionnaire consisted of three axes : cognitive strategies for self-regulated learning, metacognitive strategies for self-regulated learning, and motivated strategies for self-regulated learning.

the sample of the study consisted of (56) female teachers of learning difficulties at Jeddah city.

the results of the study showed that the practices of cognitive strategies for self-regulated learning among female teachers of learning difficulties achieved with middle degree, and the practices of female teachers of the metacognitive strategies and motivated strategies for self-regulated learning achieved with weak degree.

in light of these results, the study suggested conducting studies to identify the training needs for the female teachers of learning difficulties in remote teaching environments, especially strategies related to self-regulated learning in these environments.