الممارسات التدريسية عند مدرسي المرحلة الإعدادية في ضوء التفكير المزدوج

Abstract EN

Instructional practices for middle school teachers in the light Double thinking Dr.

Haider Muhson Salman Al - Shuwaili Abstract The research aims to identify "teaching practices in the teachers of the preparatory stage in the light of double thinking." The researcher adopted the analytical descriptive approach.

The tool of double thinking was constructed.

The researcher confirmed the validity of the tool and its stability.

The researcher applied his research tool to a sample of teachers in the preparatory stage (200) teachers.

After processing the data, the researcher found that the level of teaching practices was generally positive from the point of view of middle school teachers.

He recommended that teachers in the middle school should be encouraged to employ the dual thinking strategy and suggested subsequent studies that could complement the current research.

Keywords: teaching practices, teachers, double thinking.