واقع ممارسة معلمي اللغة العربية لأدوارهم المتجددة في مجتمع المعرفة قبل التدريس و في أثنائه

Abstract EN

The attention being given to teacher’s roles is considered an attention of building the future with all its dimensions.

Accordingly, this study aimed to uncover the importance and practice degree of the suggested Arabic teachers’ roles at secondary stage in Gaza strip under the effect of knowledge society before and during instruction, as perceived by a sample of (101) male teachers, (95) female teachers, (12) educational supervisors, (15) supervisors of practical education.

Therefore, the researcher designed a questionnaire consisting of ( 23) main roles, which include (99) secondary roles.

The results showed that these roles received high degree of importance agreement, estimated by (95.80%), and high degree of practice, estimated by (80.23%), from the perspective of the whole sample (223 participants).

The results also showed that the highest degree of importance was related to the role number ( 22), and the highest degree of practice was related to the role number 10.

The results also revealed that there are significant statistical differences related to the degree of importance for favor of female teachers; however, there are no significant statistical differences related to the degree of practice among male and female teachers.

In addition, it was revealed that there are no significant statistical differences neither in the degree of importance and practice due to the careers of educational supervisor and supervisor of practical education nor due to the years of experience.

Moreover, there are no significant statistical differences according to the academic qualification (bachelor\ postgraduate studies), whereas there are significant statistical differences in practice for favor of BA holders.