Mapping the Multiple Intelligence Profiles of EFL Teachers and Their Alignment with Instructional Practices: Evidence from Baghdad Elementary Schools
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss2.1796Keywords:
multiple intelligences, instructional practicesAbstract
شملت هذه الدراسة استطلاعًا لآراء 120 معلمًا للغة الإنجليزية كلغة أجنبية من 24 مدرسة ابتدائية حكومية باستخدام مقياس الذكاءات المتعددة للمعلمين، واستبيان الممارسات التدريسية المكون من 45 فقرة ، مع الملاحظة الصفية. أظهرت الإحصاءات الوصفية أن الذكاء الاجتماعي كان السمة الأبرز في العينة (المتوسط = 3.95، الانحراف المعياري = 0.61)، يليه الذكاء اللغوي (المتوسط = 3.88، الانحراف المعياري = 0.64) ثم الذكاء الحركي (المتوسط = 3.71، الانحراف المعياري = 0.68)، بينما كان الذكاء الطبيعي (المتوسط = 2.68) والذكاء المنطقي الرياضي (المتوسط = 2.79) الأقل تطورًا.
. أظهرت تحليلات الارتباط وجود علاقات إيجابية كبيرة بين السمات الذكائية السائدة لدى المعلمين واستراتيجيات التدريس المقابلة لها في مجال العلاقات الشخصية. وتحمل هذه النتائج آثاراً مهمة على إعداد المعلمين القائم على نظرية الذكاءات المتعددة، والتطوير المهني أثناء الخدمة، وتصميم المناهج الدراسية في قطاع تدريس اللغة الإنجليزية كلغة أجنبية في المرحلة الابتدائية في العراق.
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