The degree to which teachers of the first cycle of basic education practice the principles of constructivist theory(Field study in Damascus city schools)

Abstract

The research aimed to know the degree of practice of the principles of constructivist theory from the point of view of first-year teachers and educational mentors. The research sample consisted of (100) male and female teachers, Their percentage of the total population reached (3.98), and (8) educational mentors in the city of Damascus. The research tool was a questionnaire consisting of (74) statements distributed to six Areas, and it,s validity and reliability were confirmed. The research yielded the following results:

1- The degree of the elementary teachers’ practice of the principles of constructivist theory, according to the sample’s estimates, was average for the majority of the principles (51). 2- The most practiced principles of the fields were the principles of the third and sixth fields (classroom management, classroom interaction, and developing skills, values, and attitudes), while the principles of the first and fourth fields (clarifying behavioral goals and classroom evaluation) were the principles least practiced by teachers. As for female teachers, the result was the same with the exception that The least practiced principles among them were the principles of the first and fifth areas (clarifying behavioral goals, activities, and educational methods).

3- There are no statistically significant differences between the estimates of first-year teachers due to the gender variable on the overall axes of the tool, with the exception of the field of presentation of the academic subject. 4- There are no differences between the estimates of the first-year teachers (males) and the educational mentors in the individual areas and in the totality of the tool, with the exception of the principles of the field of presenting the subject matter, as the estimates differed and the mentors did not see that the teachers practice the principles to the same degree that the teachers estimated for themselves.

5- There were statistically significant differences between the estimates of teachers and educational counselors in the total of the tool’s areas and in some areas individually (presentation of the academic material, classroom management, classroom interaction, and skills, attitudes, and values).

6- There were statistically significant differences between the estimates of the first year teachers due to the gender variable in the total of the tool’s areas and in the areas (presentation of the academic material, classroom management, and classroom interaction) in favor of the female teachers.

7-There are no statistically significant differences between the estimates of male and female elementary school teachers due to the educational experience variable.