مستوى ممارسة معلمي الدراسات الاجتماعية للمرحلة الثانوية في الأردن لبعض كفايات التعلم الذاتي

Abstract EN

This study aimed at investigating the practice of self-learning competencies by social studies teachers at the secondary stage in Jordan, and to find out if there any statistically significant differences (a=0.01) between teachers’ practice of these competencies and the educationally accepted level (75%), and the effect of sex and specialization on teachers’ practice of these competencies.

The sample of the study consisted of 40 (20 males and 20 fraale^ teachers ك BaniKananah Directorate of education.

The researcher developed an observation card of 33 behaviors related to self-learning competencies to observe teachers inside their classrooms.

The resu؛ts of the study showed that teachers’ practice of self ؛earning competencies were average and below the educational accepted level, and there were no differences in teachers’ practice attributed to sex or specialization variables