Society Knowledge: The Experience of Jordanian Universities
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Abstract
Abstract
The present study aims at shedding some light on Jordan's
experience of society knowledge. In order to fulfill such aim
student teachers' knowledge, teacher education and above all
teacher professionalism at three public universities were
investigated. The participants were 316 student teachers. A
questionnaire was adopted in order to ascertain the participants'
attitudes toward the quality of instruction they had experienced in
the light of their current practice at schools. Based on the analysis
of the findings, this research theorizes that faculties of education
are knowledge societies for they provide their student teachers
with both the knowledge and skills to improve their capabilities.
The findings of the present study, also, displayed a strong impact
of faculties of education as knowledge societies in promoting
professional development in teacher education programs. Such
influence was clearly felt through student teachers' responses in
terms of having a good knowledge base, planning their lessons,
and interacting with the students in a caring manner. It was
recommended that reflection is to be emphasized together with
scaffolding system level to support a new vision of student
teacher practice.
Keywords: Society Knowledge, Teacher Education, Pedagogical
Knowledge, Professional Development.
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