The Preference Level of Islamic Studies Teachers in Public Education in the Medina Region for the Teaching Strategies Necessary for the 21st Century Learner

Document Type : Original Article

Author

Taibah University Faculty of Education Department of Curricula and Teaching Methods.

Abstract

This study aimed to identify the preference level of Islamic studies teachers in public education in the Medina region for the teaching strategies necessary for the 21st-century learner. Besides, it aimed to identify the most prominent strategies that are less preferred by the sample. Likewise, it aimed to detect the strategies proposed by the sample that were not included in the list of best practices and the reasons behind the preference or lack of preference for some teaching practices. The researcher designed two research instruments: A list of best practices consisting of (41) teaching strategies applied to (151) teachers of Islamic Studies, and the second interview included three questions answered by (29) teachers. The results indicated that the most prominent preference of the teachers of Islamic Studies was (9) teaching practices (brainstorming - stories - proverbs ... etc.). The results also showed a lack of preference for some practices (e.g., debates - student conferences ... etc.). The results showed statistically significant differences between the levels of preference for teaching practices according to gender in favor of female teachers. On the other hand, the results showed no statistically significant differences between the levels of preference for teaching practices according to educational level. The study came out with some recommendations, including inspiring the Ministry of Education s by issuing a license entitled (Teacher of the Twenty-first Century), for any teacher who practices twenty-first-century skills in teaching. Besides, offering training courses enables teachers of Islamic studies to practice their preferred teaching strategies necessary for the 21st-century learner.

Keywords

References

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