Modern Teaching Strategies Research Articles

Using Virtual Simulation Program via Flipped Classroom to Develop Genetic Problem Solving and Future Thinking Skills Among Secondary Stage Students

The research aimed at using virtual simulation program via flipped classroom to develop genetic problem solving and future thinking skills among secondary stage students. It was relied on integrating virtual simulation programs and inverted classes because both are modern teaching strategies that fit with the nature of the current era and the spread of distance learning, especially after the Corona pandemic, and because they are appropriate to the nature of the dependent variables represented in solving problems and skills of future thinking, which require immersion and engagement in the learning process to acquire skill. The participants were a group of students (N=85) girls enrolled on the third-year secondary stage at Besha governorate, scientific section, in the first semester of 2021/2022, distributed into two groups: the control (N=42) and the experimental (N=43). The instruments were: (1) a test of genetic problems solving skills (prepared by the researcher) and (2) a test of future thinking skills (prepared by the researcher). The researcher followed the quasi-experimental method to the experimental design with the two groups: the control group (taught by the usual way) and the experimental group (taught by using virtual simulation programs via flipped classrooms), and the pre/post-application of the dependent variables (genetic problem-solving skills and future thinking skills). Results showed that using virtual simulation program via flipped classroom had a positive effect on developing genetic problem solving and future thinking skills. It’s recommended to train teachers and students on using virtual simulation programs in teaching and learning biology courses.

OBSTACLES OF APPLYING SCIENCE AND MATHEMATICS TEACHERS’ OF FUTURE SKILLS IN BASIC EDUCATION SCHOOLS IN THE SULTANATE OF OMAN FROM THE POINT OF VIEW OF TEACHERS AND EDUCATIONAL SUPERVISORS

This study aimed to show the obstacles that prevent the employment of science and mathematics teachers in employing future skills in basic education schools. A sample of (157) male and female teachers, and (51) supervisors. The results of the study revealed that the degree of obstacles faced by science and mathematics teachers in employing future skills in basic education schools in the Sultanate of Oman. From the point of view of teachers and educational supervisors, it came to a large extent with an arithmetic mean (3,64). The results also indicated that there were no statistically significant differences at the level of significance (α = 0.05) between the average degree of obstacles due to job variables, while the results indicated that there were statistically significant differences at the level of significance (α = 0.05) between The average degree of obstacles is due to the variable of specialization in favor of mathematics teachers. The researchers recommended the necessity of urging teachers to apply modern teaching strategies and assessment activities that focus on future skills, and to reduce administrative burdens on teachers.

SPECIAL DATA ACCORDING TO THE BRAIN-BASED LEARNING STRATEGY IN ‎LEARNING SOME BASIC VOLLEYBALL SKILLS FOR FEMALE STUDENTS

The use of modern teaching strategies aims to develop the practices of ‎female learners inside and outside the classroom, which contributes to ‎changing the role of the student from a negative role to a positive role in ‎general. Therefore, learning strategies have become involved in the ‎application of many educational and teaching programs and curricula, as ‎they greatly help in conveying information to the learner. With less ‎effort and time, except that the material to be learned is theoretical or ‎practical. In light of what the current era is witnessing of a huge ‎knowledge explosion and a wide technological revolution that covered ‎various areas of life, it has become necessary for researchers to be ‎interested in searching for ways to ensure the development of thinking ‎among learners, which is one of the foundations of correct learning, ‎some strategies, means and methods used in the learning process help. ‎To bring the learner to a stage where he can access knowledge on their ‎own by applying that knowledge and using it to overcome the problems ‎they face in their daily lives. He has to use different and multiple ‎methods and methods, and this requires him to be familiar with how ‎learning takes place, and how the teaching methods and means used ‎affect the speed of achieving the goal of the learning process and the ‎success of applying the educational curriculum and achieving its goals‏.‏ One of the features of the modern era is technological progress in ‎various fields and situations of life, as rapid change has become a feature ‎of the era in which we live. There is no doubt that its use affects all ‎aspects of life, including education and teaching, and with this clear ‎progress in the level of mastery of learning skills in sports events around ‎the world, it has become necessary to use learning strategies in ‎programs and curricula for teaching and teaching physical education and ‎learning basic skills for all games and events Sports, including volleyball‏.‏ The researchers found the lack of use of modern strategies in the ‎educational process, and despite their active role in learning basic skills ‎using modern methods, it requires the presence of exercises that ‎contribute to learning basic skills in volleyball, whose weakness emerged ‎from the research sample, which casts a clear shadow on the ‎performance and levels of learners. The aim of the research is to prepare ‎special exercises According to the brain-based learning strategy in ‎learning some basic volleyball skills for students of the second average, ‎and to identify the effect of special exercises according to the brain-‎based learning strategy in learning some basic volleyball skills for ‎students of the second average, and to identify the preference of the ‎experimental and control groups in learning some basic volleyball skills ‎for female students. The second is average. The researchers used the ‎experimental approach for the experimental and control groups, and the ‎research sample was represented by (30) students, then the sample was ‎divided into an experimental group of (15) female students and a control ‎group of (15) female students.

Training Needs in Light of the Degree of Awareness of Modern Teaching Strategies and Their Application in the Tertiary Level during the COVID-19 Pandemic

This study aimed to evaluate modern teaching methods applied by the staff at the University of Hail during the COVID-19 pandemic to identify the most important causes, needs, and barriers from their perspective. Also, the study aimed to reveal individual differences (gender, academic rank, or experience) of statistical significance in the staff’s degree of use. To achieve the objectives of the study, the researcher used descriptive analysis on a sample of 164 faculty members. The researcher designed a five-axis questionnaire. The results indicated the importance of e-training when using modern teaching methods. Also, it was clear that the research sample uses MTM to some extent, and the use of modern teaching strategies was found to be moderate. Gender, academic rank, years of experience in the field of university education, and academic specialization did not affect training needs. In addition, the results showed that the most important reason for using MTM during the COVID-19 pandemic was “Mastery of how to use it.”

Modern teaching strategies and their role in improving the quality of education: a theoretical study

رغم أن طرق التدريس تمثل مجموعة من التقنيات المجربة لإيصال المعرفة بأبسط السبل وفي أحسن حلة وبأقل الجهود واختصار الوقت، إلا أن الكلمة اﻷخيرة تبقى للمعلم في طريقة قيادة فصله، وبالتالي يتوجب عليه إعمال خبراته ومواهبه وقدراته في سبيل إيجاد أفضل السبل التربوية والديالكتيكية التي تناسب محتوى تدريسهُ. و نشير إلى أن ما حققه المجتمع من استخدام تقنيات التعليم الحديثة لا يستهان به في ميدان المعرفة العملية ومقتضيات تطوير هذه الأخيرة بالنظر إلى سرعة التحصيل والاقتصاد في الوقت وإمكانية الإحاطة بكافة التطورات التي تحدث عالميا في مجال المعرفة التي أسفرت عن نتائج إيجابية مبهرة أدت فعلا إلى القضاء على الفوارق الفردية في التحصيل والتعلم. إلا أن هذه الإيجابيات لا يمكن أن تترك بدون الاستعانة بالقيود والضوابط التي تتحكم في تلقين هذه المعارف والتعامل معها بأسلوب عقلاني يعتمد على التأمل والإبداع كعنصر محوري لتحقيق أهداف العملية التعليمية.لذا قـدمت التكنولوجيـا الحديثـة وسـائل وأدوات لعبـت دور كبيرً فـي تطـوير أسـاليب التعلـيم والتعلم في السنوات الاخيرة، كما أتاحت هذه الوسـائل الفرصـة لتحسين أسـاليب التعلـيم والتعلم من شأنها أن تـوفر المنـاخ الفعـال الـذي يسـاعد على إثـارة اهتمـام الطـلاب وتحفيزهم ومواجهـة مـا بينم من فروق فردية بأسلوب فعال. إن التعلم القائم على وسائل وطرق التعليم المستحدثة والمتطورة أصـبحت ضـرورة حتمية لتطوير النظم التعليمية في ظل المسـتحدثات العصـرية، حيـث يعود الفضل اليها بالاحتكام الى الرصانة العلمية وضمان الجودة الحقيقية وتحقيق الارتقاء والنضج المعرفي، عـن طريـق عـرض المعلومـات المـراد تعلمهـا بـأسلوب علمي حسب مسـتوى وقـدرة وقابلية الاستيعاب والاستفادة للطالـب في الـتعلم وتـوفر لـه كـل مـا يحتـاج إليـه مـن وسـائل وأنشـطة تعليميـة ممـا قـد يسـاعد على تنمية العديد من المواهب والطاقات الفكرية. وفي النهاية يمكن القول الفصل بأن طرائق التدريس الحديثة هي الخيط الهادي لتحقيق رصانة علمية ونمو معرفي للالتحاق بركب التقدم والتطور والرقي العلمي الحاصل في الدول الأخرى.

EFFECTS OF FLIPPED CLASSROOM ON STUDENTS’ ACADEMIC ACHIEVEMENT IN LEGAL ENGLISH LEARNING CONTEXT

The primary focus of this study was to examine the effects of flipped classrooms on students’ academic achievement in legal English learning context at Hanoi Law University. To achieve the aim, fifty second-year students participating in the study were randomly divided into experimental and control groups. The experimental group was taught legal English with the flipped learning approach while traditional teaching method was applied to the control group. A pre-test and a post-test were administered to both groups to measure the impacts of flipped classrooms on students’ academic achievement in legal English. The results revealed that there were statistically significant differences in the means of the achievement test attributed to teaching methods in favour of the experimental groups. Also, survey questionnaires were administered to the students in the experimental group to identify their perceptions of the application of flipped classrooms on their legal English learning performance. The data showed that the majority of the students considered flipped classroom to be effective. It is hoped that the findings encourage instructors of English to use modern teaching strategies, in particular, flipped classroom strategy to improve the English teaching and learning process.

Brainstorming and modern teaching strategies in preschool education

Abstract: The paper proposes in the first part a brief overview of teaching strategies, as flexible and operational approaches to action (which can be modified, reformed, changed). Among modern teaching strategies, an important place is occupied by interactive strategies which act beneficially in pedagogical processes, offering the possibility of productive, participatory learning from the actors involved, with opportunities for effective communication and cooperation. Interactive teaching strategies based on the use of interactive group methods and techniques, also aim to promote an optimal atmosphere of self-confidence and mutual respect. The second part of the paper presents an experimental research about the use of the brainstorming method,in kindergarten, as an illustration of interactive strategies. The results show that the brainstorming method can be successfully applied to improve the ability to work in a team, to tolerate the opinion of a colleague, to improve communication and sociability.

The Influence of Flipped Learning Methods on High School Learners’ Biology Attainment and Social Intelligence in Kuwait

The present study aims to discuss the influence of the flipped learning method (FLM)—on high school biology learners to improve the results of their biology attainment tests along with their use of social interactions while learning. By applying quasi-experimental study, 37 female high school biology learners in 2 intact grade 10 classes in Kuwait were selected as the study objects. A class was randomly chosen as the experimental group and another class as the control group. The students in the experimental group applied flipped learning strategy while the control group applied the traditional direct method. The teaching experiment for both classes lasted for 5 weeks (10 sessions). Using an attainment test administered by the teacher as a pretest and a post-test, the attainment of the biology students was measured. The researchers also conducted a survey to examine their social intelligence and it was given along with the pretest and the post-test. The breakdown of the attainment test results showed that flipped learning methods actually have (p > .05) more positive influence on the students’ attainment than the direct methods. The learners under the flipped teaching methods outperformed the learners under the direct methods on their attainment learning. However, as for the results of their social intelligence, the ANCOVA test revealed a non-significant difference between the two classes whether they were under the influence of flipped learning methods or the direct teaching methods due to some reasons mentioned later in this paper. Still, flipped learning method effect on the student’ learning attainment led to positive results and would lead other teachers to implement FLM in Kuwaiti classrooms. The researchers also suggest that the College of Education at Kuwait University train pre-service teachers to apply modern teaching strategies, such as FLM. This paper presents an important topic. It summaries primary literature concerning flipped classrooms compared to direct teaching methods, discusses limitations of both methods, clarifies benefits of flipped learning methods, and offers recommendations for teachers to implement flipped learning methods.

Use Of Formative Assessment-Based Active Learning By Astronomy Educators Teaching In Live Planetarium Learning Environments

Planetariums were created to teach astronomy by simulating motions of the star-filled night sky; however, simply having a virtual reality facility to immerse learners beneath a projected night sky in and of itself is insufficient to automatically ensure student learning occurs. Modern teaching strategies, like active learning, have consistently shown to move students toward deeper understanding in classrooms; yet, active learning approaches seem to be only rarely observed in planetariums. Use of Ruiz-Primo and Furtak’s (2006) coding scheme to define and analyze formative assessment conversations between classroom teachers and students reveals that unless teachers are formally taught how to use formative assessment-based active learning, such approaches are largely absent in classrooms studied. The goal of this 2-phase study was to evaluate the nature of active learning-based formative assessment conversation cycles in the planetarium. The first phase systematically analyzes 26 recordings of live planetarium programs to describe and document presence of active learning teaching strategies. The second phase conducts interviews to determine rewards and barriers to using formative assessment-based active learning in the planetarium. Analysis suggests scant evidence of complete formative assessment conversation cycles, despite that varying degrees of interactivity between the planetarium lecturer and the audience do exist. It is not that planetariansdon’t ask questions, but responses rarely serve to systematically guide instructional decisions aligned with modern pedagogy. Moreover, these planetarians hold a wide range of definitions of what constitutes active learning and often view their primary responsibility as inspiration rather than education, lending explanatory power to why active learning is largely absent.

أثر اسلوب التعلم الاتقائي في تحصيل مادة قواعد اللغة العربية عند طالبات لصف الرابع الادبي

Abstract: The research aims to identify the technique of mastery of learning in the acquisition of grammar subject Arabic for students of the fourth literary in light of the reasons for the weakness of the students in terms of the nature of the subject Arabic for students of the fourth literary in light of the reasons for the weakness of the students in terms of the nature of the subject Teaching and its strategies, as well as weakness in preparing the school well for the subject itself. The importance of the Arabic language and the Arabic language, especially the grammar of the Arabic language, because it is the backbone of the language in The light of the aim of the research and the identification of the effect of the technique of mastery of learning in the collection of Arabic grammar The method of the research sample based on the experimental curriculum and on a sample of fifty distributed students They have two experimental and control groups, and they are a group of students from Al-Ghazaliya Preparatory School for Girls The General Directorate of Education in Al-Karkh first has the authority to rely on the material prescribed by the Ministry of Education and they are Seven topics and after applying the statistical post test to the research sample and in light of an explanation Result: The null hypothesis is rejected and the alternative hypothesis is retained. The research also reached a set of proposals and they are - Conducting a study similar to the current study For male students within the second semester - conduct a study similar to the current study to see its impact For male students within the second semester - conduct a study similar to the current study to see its impact The other Arabic language, such as “Rhetoric, Literature and Criticism.” He reached the following conclusions: - The : - This method is effective in the experimental program within the limits in which the current study was carried out in raising The educational attainment level of the fourth-grade literary students in the "Arabic grammar subject" in the budget With the usual (standard) method for the same material - it also shows the size of the impact of the teaching steps on according to The technique of achievement is great - that what the student concludes by herself will last longer Which is given to her ready. And he reached a set of recommendations, they are: - Consideration should be given to using more than this method In the course of teaching, especially the artistic method, which is one of the effective methods that give an opportunity Participation and diversification by displaying the readable material - Building a guide for teachers with modern teaching strategies Special in systematic teaching. - The need to prepare training programs for teachers and teachers to train them on How to apply professional methods in teaching them key words: The experiment was conducted in Al-Ghazaliya Preparatory School for Girls on two experimental and control groups The Artistic method is: It is the creation of an organizational structure for the work of the group of learners, even All group members immerse themselves in learning according to clearly defined and defined roles The sample is fifty students

The Competence of Professors of Physical and Sports Education in the Use of Modern Teaching Strategies for Middle School Under the Second Generation Curriculum

Summary The study aims at identifying the degree of competency of the teacher of physical education and sports in using modern teaching strategies in light of what was stipulated by the second generation. The Study sample consists of 60 intermediate education teachers, and relies on a list prepared by the research team consisting of two axises, each axis containing 16 items that include familiarity with and employing modern strategies in the study of physical education and sports, as well as the general organization of the lesson the data are processed statistically using the arithmetic means standard deviation, and the results showed that the teachers of Physical education and sports in middle school do not use modern teaching strategies. This is due to their lack of competence.

MECHANISMS FOR EVALUATING THE TOTAL QUALITY MANAGEMENT OF THE BASIC EDUCATION STAGE IN LIGHT OF EGYPT'S 2030 STRATEGY

Egyptis now developing and modernizing education via the administrations which cope with the age requirements. Those emphasize quality and competitive ability. Nevertheless, basic education in Egypt is confronted by various problems to reach assessment mechanics in addition to lack of formulating a paramount vision of syllabuses and school activities in order to reach common concepts which link workers, students and the local society. Besides, Students have no say about the syllabuses they study or the methods used to teach those syllabuses. Consequently, this weakens the application of quality pointers in schools. In addition, there are reasons related to the educational organizations themselves such as relying on traditional teaching methods, lack of professional development, the wide gap between the training programs and real needs of development, the weakness of school administrations to achieve reformation of quality and finally the lack of understanding and integration in internal functional roles. This research aims through seeking answers to the research questions concerning formulating assessment mechanics to the basic education total quality administration in the light of Egypt 2030 Strategy through: Assessing the basic stage effectiveness in general in the light of Egypt Strategy 2030. And Assessing the basic stage quality and accountability mechanics in the light of Egypt Strategy 2030. The importance of this research is that it is hoped to lend a helping hand to policy makers and decision takers in educational administrations to recognize the downsides of traditional school administrations, and how far workers are in need of such a kind of administration in order to be able to do their best. It is also hoped that the study presents a suggested concept of the mechanics to assess total quality. That concept is to cope with the world trends and the current efforts to reform education and which focus on achieving quality in educational organizations. Among the most important recommendations are the necessity of using modern teaching strategies which satisfy the students’ needs through training teachers to the recent strategies and providing the required technological methods to apply those strategies in order to better the internal competence through modifying the quality and quantity of inputs so that they can be used in the best means ever. he study was characterized by objective, human, place and time limitations. By objective limitations, the study was restricted to assessing effectiveness in general and assessing the mechanisms of quality and accountability needed to basic stages of education. Human limitations mean that the field study comprised a random sample of zone directors, heads of sectors, boards of trustee members in addition to school directors. Place limitations refer to some schools in Cairo, Behira, and The New Valley Governorates. Finally, time limitations signify that the field study was applied in the first semester of the school year 2019-2020

تأثير التدريس باستخدام الفصول الإلکترون (التفاعلي- التعاوني-التکاملي) على مستوى التذکر والفهم والتطبيق فى تعلم مادة الرياضيات لمتعلمي المرحلة الابتدائية

أن الهدف الأساسي من تدريس الرياضيات هو المساهمة في إعداد المتعلم أو الفرد للحياة العامة، بغض النظر عن عمله أوتطلعاته في المستقبل.ولهذه الأهمية تعددت وتنوعت أساليب وطرق تدريس الرياضيات، بل وتطورت هذه الطرق لاستخدام استراتجيات تدريس فاعلة وحديثة ، والاهتمام بتعليم التعلم بدلا من الاقتصار على تعليم المعلومات، فهدفت لتقديم الرياضيات بطريقة الممارسة، لجذب انتباه المتعلم عن طريق إشراکه في العملية التعليمية بدلا من اقتصار دوره على المشاهدة. وقد شهد هذا العصر تقدما کبيرا شمل کافة مجالات الحياة، وقد نتج عن هذا التقدم اکتشافات جديدة، وفتوحات أحدثت ثورة هائلة خاصة في تقنية المعلومات والاتصال، وکان واحدا من إنجازاتها الحاسوب الآلي ، والذي بظهوره وجد التربويون آفاقا واسعة لتنفيذ مبدأ التعلم الذاتي بأرقى صوره، وأصبحت القناعة بأهمية الحاسوب الآلي تزداد يوما بعد يوم في الدول المتقدمة بدأت الدول في جميع أنحاء العالم في التسابق نحو استخدام التعليم الإلکتروني ، ومن ضمن هذه الدول دولة الکويت التي تتجه للاهتمام برفع کفاءة نظامها التعليمي من خلال ما ورد في سياسة وأهداف التعليم، والتي تحققها توجهات الحکومة الرشيدة بوضع خطة الوزارة وعمل آلية لتطبيقها وتکليف المهتمين وتقنية المعلومات بذلک. The primary goal of teaching mathematics is to contribute to preparing the learner or individual for public life, regardless of his work or his aspirations in the future. This importance has varied and varied methods and methods of teaching mathematics, and even these methods have evolved to use effective and modern teaching strategies, and to pay attention to teaching learning instead of being restricted to Information education, which aimed to present mathematics in a way of practice, to attract the learner's attention by involving him in the educational process instead of limiting his role to watching. This era has witnessed great progress covering all areas of life, and this progress has resulted in new discoveries and breakthroughs that have made a huge revolution, especially in information and communication technology. The conviction in the importance of computers is increasing day by day in developed countries, countries all over the world have begun to race towards the use of e-learning, and among these countries is the State of Kuwait, which tends to pay attention to raising the efficiency of its educational system through what is stated in the education policy and objectives, which are achieved by the government's directions Rationalizing the development of the ministry’s plan, creating a mechanism for its implementation, and assigning the interested people and information technology to do so.

The Role of Computer Games in Teaching Object-Oriented Programming in High Schools - Code Combat as a Game Approach

Computer games are an effective approach that enhances student’s motivation and innovation. Many modern teaching strategies have been implemented in the process of teaching different subjects such as learn to do, explore to learn, cognitive and meta-cognitive learning, and gamification. Gamification is an effective approach to make a positive change in students' behavior and attitude towards learning, to improve their motivation and engagement. This paper presents the role of computer games in enhancing high schools computer science students’ motivation and engagement through gamification. It’s illustrated the implementation of Code Combat as a teaching model for teaching object-oriented programming (OOP) which considered a tough topic in the computer science field. Code-Combat is a gamification platform that uses games elements to make coding interesting and engaging for students. It consists of different levels, where each level covers a specific topic in computer science and structures based on object oriented methodology such as(variables, conditions, loops and recursion).

Using Modern Teaching Strategies to Improve Architectural Design Studio Pedagogy in West Bank. (Dept.A)

The research aims to know the actual use of modern strategies to teach the architecture design studio in the departments of architecture in West Bank universities, to find differences in the use among instructors due to variables (gender, workplace, academic qualification, and the number of experience years and specialty), the extent of knowledge of modern teaching strategies between architecture instructors, and the appropriate teaching strategies for teaching design studio for each level of study. This research's importance lies in spread awareness among instructors about modern design studio teaching strategies and their benefits to the learning process and to change reality and draw attention to new Architectural Design Studio Pedagogy. The descriptive and analytical approach in research implementation. The study tools are interviews and questionnaires. All instructors have demonstrated their use of the following strategies: Brainstorming strategy, Problem-solving strategy, Group work Strategy, Project-based learning, Lecturer's strategy (developed), and Method of scientific trips and visits.

The Role of Arabic Language Teachers in Developing the Cognitive Survey Using the Apprenticeship Strategy among high School Students in Al-Jouf region: دور معلمات اللغة العربية في تنمية الاستطلاع المعرفي باستخدام استراتيجية التلمذة المعرفية لدى طالبات المرحلة الثانوية في منطقة الجوف

This study aimed to reveal the role of Arabic language teachers in developing the cognitive survey using the apprenticeship strategy among high school students in the Al-Jouf region; through the teachers’ perspectives and the views of the students. To achieve the goals of the study, the descriptive approach was used, and the questionnaire was the study tool, and it was applied to a sample of (278) female teachers and (327) female students at the secondary stage. The results showed that the response of the teachers at the level of the overall tool got a total average (4.20 out of 5), i.e. an estimate of practice (very large), and at the level of fields, implementation got the highest average (4.51) with an estimate (very large), followed by planning with an average (4.46) with an estimate (very large), then the evaluation with an average (3.64) is rated (highly). As for the female students ’response, I obtained a total average (3.28 out of 5), i.e. an estimate of (medium) practice, and at the level of fields, planning got the highest average (3.41) with a (large) estimate, followed by the evaluation with an average (3.34) with an estimate (average), then implementation with an average (3.10) (Average). Based on the results, the researcher recommended that the female teachers search for developing the cognitive survey of female students through the cognitive discipline strategy, and enriching the content of the Arabic language curricula at the secondary stage with some activities and training that contribute to increasing the students ’motivation towards research, investigation and polling, and training the teachers to develop the cognitive survey of female students during Teaching the Arabic language course at the secondary level; By employing modern teaching strategies based on female students ’positivity, and also providing an interesting educational environment for female students that motivates them to search, discover, and be attracted to every motive.

Professional Development of College Members in Sudanese Universities (University of Bahri as a Model)

This study aims to shed light on the professional development of the teaching staff members in the Sudanese universities, and the experience of the University of Bahri as a model which is renewable and in line with the spirit and requirements of the modern age as well as the quality of its teaching staff. The Researcher applied the analytical descriptive method and defined the study tool in accordance with the objectives, questions, and methodology of the study, where the researcher chose the closed open questionnaire to collect information from the teaching staff members in the University of Bahri who studied the professional diploma amounting to (60). The diploma was provided by the College of Education in the framework of the professional development of the university’s teaching staff members. The most important findings of the study were that: most of the students after the completion of the professional diploma study are able to practice teaching skills with high professionalism, integrate technology in higher education, apply the scientific principles in designing and developing University curricula, use of modern teaching strategies in teaching undergraduate courses. In the light of these findings, the researcher presented important recommendations and complementary to this aspect, such as the follow-up of the teaching staff performance of those who had completed the professional diploma after returning to their colleges and the impact of that on student academic achievement.

The competence of professors of physical and sports education in the use of modern teaching strategies for middle school under the second generation curriculum

The study aims at identifying the degree of competency of the teacher of physical education and sports in using modern teaching strategies in light of what was stipulated by the second generation. The Study sample consists of 30 intermediate education teachers, and relies on a list prepared by the research team consisting of two axes, each axis containing 16 Items that include familiarity with and employing modern strategies in the study of physical education and sports, as well as The general organization of the lesson .the data are processed statistically using the arithmetic means standard deviation, and the results show that the teachers of Physical education and sports in middle school do not use modern teaching strategies. This is due to their lack of competence.

The Degree of Effectiveness of The New Teachers Program in Applying Modern Teaching Strategies for Teachers in The First Three Grades: درجة فاعلية برنامج المعلمين الجدد في تطبيق الاستراتيجيات التدريسية الحديثة لدى معلمي الصفوف الثلاثة الأولى في مديرية تربية عمان الثانية

This study aimed to identify the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades In Government Schools of the second Amman Directorate. the study sample consists of (15) male teachers and (171) female teachers. To achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (21) paragraphs. The result showed that the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades was moderate with (3.65) score. The finding also showed there were statistically significant differences between the level of applying modern teaching strategies refers to their teaching experience in favor of (6 years and more) besides there wasn’t statistically significant differences between the level of applying modern teaching strategies refers to their qualifications. In light of these result, the researcher recommended a set of recommendation the most of these was the need to pat attention to the professional preparation of the first three classroom teachers and to provide appropriate educational means for using modern teaching strategies.

CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review

This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks. The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews. clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being learner-centred, with a large use of icts and online tools, as its implementation through a new pedagogy and modern teaching strategies, such as flipped-classroom and task-based. This is the theoretical starting point of the different actions and policies set up in the countries to train teachers for clil. But the results of this review, which draw the characteristics to take into account to train future clil teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation. Concerning this latter, from the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling.