Open AccessStudent 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 -
mağallaẗ al-dirāsāt al-tarbawiyyaẗ wa-al-nafsiyyaẗ/journal of educational and psychological studies
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.