The Effectiveness of teaching with group strategy in acquiring teaching competencies

Dr. Abdullah Ibrahim Alsaloum¹

¹Assistant Professor of Curricula and Teaching Methods at Imam Muhammad bin Saud Islamic University, [email protected]

Volume:13 | Issue: 2 | Pages: 249-273  | June 2021 | https://doi.org/10.54940/ep31592353  | PDF

Received: 19 April 2020 | Accepted: 10 August 2021

Abstract:

This study aimed to determine the effectiveness of the Expert Teaching Strategy and the Peer Education Strategy - within the Group Teaching Strategies - on the acquisition of some teaching competencies by the prospective teachers; which was achieved by the standardized test of the teaching objectives competency, and the performance observation card of the competencies of preparation, classroom questions management and assessment. The study uses the quasi-experimental method to measure the effectiveness of a sample of (27) Under Graduate Students from the Department of Sociology, which was chosen by the random sampling method. The study results showed the most important teaching competencies for the prospective teachers, which were: teaching objectives, preparation, classroom questions management, and assessment, it also showed the effectiveness of the Group Teaching Strategies on teaching competencies acquisition when compared to the traditional strategies, it also demonstrated the superiority of the Expert Teaching Strategy (JIGSAW teaching technique), followed by the Peer Education Strategy in acquiring the teaching competencies for the learners with regard to the targeted teaching competencies except the teaching objectives adequacy. In light of the results, the study recommends taking advantage of the Group Teaching Strategy in the preparation and qualification programs for teachers to acquire teaching competencies.

Keywords:

Teaching Competencies, Group Teaching Strategy.

How to cite this paper:

Alsaloum, A (2021). The Effectiveness of teaching with group strategy in acquiring teaching competencies, Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol (13), No (2)