The Challenges that English Teachers Face in the Employment of the Evaluation Matrix in Classes for Students with Learning Difficulties

Alkhawaldeh, Mohammad Abedrabbu; Khasawneh, Mohamad Ahmad Saleem

doi:10.37899/journallaedusci.v2i5.494

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Even though previous studies have shown that there are advantages to teacher cooperation, there are also problems that need to be addressed. In addition, there is a lack of clarity on the particular characteristics that enable or inhibit successful teacher cooperation in PLCs and collaborative teaching methods (Alkhawaldeh & Khasawneh, 2022). This is a problem since several factors may have either of these effects.…”

Section: Problem Statementmentioning

confidence: 99%

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

Khasawneh,

Alsarayreh,

Ajlouni

et al. 2023

JEELR

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The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration.

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Section: Problem Statementmentioning

confidence: 99%

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

Khasawneh,

Alsarayreh,

Ajlouni

et al. 2023

JEELR

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“…To provide an appropriate education for people with special needs, it is necessary to prepare an appropriate environment according to the type, degree, and needs of the disability. Poorly soundproofed, noisy, and dark areas are detrimental to the educational atmosphere (Alkhawaldeh & Khasawneh, 2022). As a result, while creating surroundings, people with special needs must be considered.…”

Section: Introductionmentioning

confidence: 99%

An outline of the professional quality of teachers who teach children with special needs

Darawsheh,

Asha,

AbuSaif

et al. 2023

JEELR

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The term "professional quality of life," sometimes abbreviated as "ProQOL," refers to an individual's evaluation of the positive aspects of his or her working life. This frame may be categorized in two different ways. Compassion Fatigue (CF) is undesirable, yet Compassion Satisfaction (CS) motivates people to feel good about their job and, as a consequence, assist other people. Compassionate fulfillment is one of the most admirable qualities (CS). This study's goal is to get a thorough understanding of ProQOL in the teaching profession for kids with special needs because the great majority of prior research on ProQOL was conducted on health professionals. This quantitative study did not use any type of experimental approach, yet it included the participation of 171 students with special needs educators. The obtained data indicate that teachers of students with special needs have a generally favorable perception regarding the environment in which they work. To provide one illustration: To mention one specific example, this does not always indicate that there are low incidences of STS or burnout. The majority of students with special needs teachers (77%) were operating at a level of burnout that was classified as Medium-High, and the majority of those instructors (72%) also had an STS level that was classified as Medium-High. The study recommended using the appropriate programs that raise the teachers’ professional levels to match the requirements of teaching students with special needs.

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The Challenges that English Teachers Face in the Employment of the Evaluation Matrix in Classes for Students with Learning Difficulties

Cited by 2 publications

References 3 publications

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

An examination of teacher collaboration in professional learning communities and collaborative teaching practices

An outline of the professional quality of teachers who teach children with special needs

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