العلاقة بين معتقدات معلمات الصفوف الثلاثة الأولى في الأردن نحو تعليم القراءة و ممارساتهن التعليمية

Abstract EN

This study aimed to investigate teacher’s beliefs about teaching reading, their educational practices, and the relationship between teachers' beliefs about teaching reading and their educational practices.

The present study employed the descriptive survey method.

A random sample consisted of (189) female teachers from the first three grades in the Directorate of Education of the Koura District-Jordan, were participated in the study.

To achieve the objectives of the study, the De ford scale of theoretical attitudes for teaching reading consisted of (28) items measuring three domains (i.e., the phonics, the skills, and the whole language) and the scale of the educational practice consisted of (28) items measuring three-domain (i.e., the phonics, the skills, and the whole language).

Results revealed that the overall teacher's beliefs about teaching reading were at a high degree, the phonics domain of teaching reading came at the first rank, followed by the skills domain, then the whole language domain.

Further, the overall teachers’ estimates of their educational practices were at a high degree, teachers practices of the phonics domain came in the first rank, followed by the practices of the whole language domain, then the practices of the skills domain.

Finally, the results revealed a statistically significant positive relationship between the teachers’ beliefs about reading and their educational practices.