رسم خرائط لملامح الذكاءات المتعددة لدى معلمي اللغة الإنجليزية كلغة أجنبية ومدى توافقها مع الممارسات التعليمية: أدلة من مدارس بغداد الابتدائية
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss2.1796الكلمات المفتاحية:
الذكاءات المتعددة، الممارسات التعليميةالملخص
This study surveyed 120 EFL teachers using the Multiple Intelligence Inventory for Teachers (MIIT), a 45-item Instructional Practice Questionnaire (IPQ), and a structured classroom observation protocol. Descriptive statistics revealed that interpersonal intelligence was the most dominant profile in the sample (M = 3.95, SD = 0.61), followed by linguistic (M = 3.88, SD = 0.64) and bodily-kinesthetic intelligences (M = 3.71, SD = 0.68), while naturalistic (M = 2.68) and logical-mathematical (M = 2.79) intelligences were the least developed. These patterns are consistent with the relational, physical, and communicative demands of elementary English language instruction, and depart meaningfully from MI profiles reported for Iraqi university-level EFL teachers.Correlation analyses demonstrated significant positive associations between teachers' dominant intelligence profiles and corresponding instructional strategies for interpersonal .These findings carry important implications for MI-informed teacher preparation, in-service professional development, and curriculum design in Iraq's elementary EFL sector.
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الحقوق الفكرية (c) 2026 ألآستاذ مساعد إيناس كمال ياسين
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