The Extent to Which Female Teachers Practice the Skills of the Twenty-First Century in Teaching the

AL-Harbi, NADIA; Al-Tunisi, Nabila Bint Taher

doi:10.21608/jsrep.2021.208830

The Extent to Which Female Teachers Practice the Skills of the Twenty-First Century in Teaching the "My Eternal Language" Course from the Viewpoint of the Course’s Female Teachers and Supervisors

Document Type : Original Article

Authors

Curriculum and Instruction Department, College of Education, Taibah University, Madinah almunawara, KSA.

10.21608/jsrep.2021.208830

Abstract

The current study aimed to find out to which the female teachers practice the twenty-first century skills in teaching Lughati Al Khalidah Course from the Perspective of course's Teachers and Supervisors. To achieve the aim of the study, the researcher used the descriptive survey approach and designed a questionnaire consisting of (45) sub-skills, distributed to three main skills: (i.e., education and creativity, digital skills, and life skills). After verifying its validity and reliability, the researcher applied the questionnaire to a sample of (183) teachers and supervisors of Lughati Al Khalidah Course. The results showed that: The extent to which creative and learning skills are practiced in teaching the course of Lughati Al Khalidah from the point of view of the teachers and supervisors of the course was ranked (very frequently) with an arithmetic mean of (4.13) and a standard deviation of (0.525). The practice of the subskills was, as follows: collaboration, creative thinking, critical thinking, problem-solving, and communication. The results also showed that: The extent to which digital skills are practiced was ranked (very frequently) with an arithmetic mean of (4.11) and a standard deviation of (0.597).The results also showed that: The extent to which the life skills are practiced was ranked (always) with an arithmetic mean of (4.34). Where the level of practicing sub-skills was, as follows: initiative and self-direction skills came first then, the flexibility and adaptability skills. The results also showed that there were no statistically significant differences at the level of (0.05) between the average responses of the members of the sample to the extent of practicing the twenty-first century skills in the skills of cooperation, flexibility and adaptation due to the job title variable., and there were differences in the other skills in favor of teachers. Moreover, there were no differences due to years of service. Based on the results the researcher made a set of recommendations the most important of which is the need for the Ministry of Education to strengthen teachers by issuing a card (twenty-first century teacher) that te The teachers who practice it regularly get it, as well as holding training workshops, and female teachers participation in drawing study plans in line with the new strategies. And developed within the scope of skills of the twenty-first century, as well as allocating an academic course concerned with the study of skills of the twenty-first century, and technical skills in the female teachers preparation programs.

Keywords

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