Student Teachers’ Perceptions about the Teaching Practice Supervisors’ role in developing their Instructional Practices | Zendy

Shahinaz Eissa | Zendy; Raed Rbu-latifeh | Zendy

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Student Teachers’ Perceptions about the Teaching Practice Supervisors’ role in developing their Instructional Practices

Author(s) -

Shahinaz Eissa,

Raed Rbu-latifeh

Publication year - 2009

Publication title -

journal of educational and psychological studies [jeps]

Language(s) - English

Resource type - Journals

eISSN - 2521-7046

pISSN - 2218-6506

DOI - 10.24200/jeps.vol3iss2pp89-106

Subject(s) - perception , psychology , statistical analysis , significant difference , sample (material) , medical education , mathematics education , classroom management , pedagogy , medicine , statistics , chemistry , mathematics , chromatography , neuroscience

The study aimed at exploring Student Teachers' Perceptions about the Teaching Practice Supervisors' role in developing their instructional practices at the University of Jordan. The sample of this study consisted of (79) students, (40) of them were specialized in Classroom Teacher Education and (39) in Childhood Education. Data was collected using a 39- item questionnaire covering four fields: instructional planning, instructional performance, classroom management and instructional evaluation. The findings of this study indicated a strong effect of the teaching practice supervisors' role. Besides, there were no significant statistical differences in the mean scores of student teachers' perceptions due to gender and interaction between gender and specialization. However, there was a significant statistical difference due to specialization.

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