Hebron University Journal - Hebron University Journal for Research - Volume 16, Issue 2, 2021 - The Degree of Acquiring Classroom Management Skills among Practicum Students through the Primary Stage Program at Hebron university from Cooperating Teacher's Perspective

Hebron University Research Journal

Review

This study aims to investigate the degree of acquiring classroom management skills among practicum students through the Primary Stage Program at Hebron university  from Cooperating Teacher's Perspective, in light of the study variables (the qualification, the gender, and Years of service). The researchers used the descriptive analytical method, and a questionnaire comprising three sections (lesson planning, students' behavior control, and students' motivating) was used for the purpose of the study. The targeted group are all the Cooperating teachers from Hebron directorates (North, South and Middle). The number of the targeted Cooperating teachers is (112) in the first semester (2019-2020). The number of the study's sample was (64) Cooperating teachers who were chosen using the Stratified random sample method, that is (57.1%) of the targeted group. They filled the questionnaire which aimed at measuring the degree to which practical teaching students have acquired classroom management skills from the Cooperating teacher's perspective. The study showed the following results the degree of practical education students' acquisition of classroom management skills at Hebron University from the Cooperating teacher's perspective are high. The SMA reached (4.04). There are no statistical differences between the averages of practical education students' acquisition degrees of classroom management skills from the Cooperating teacher's perspective are attributed to the study's variables the qualification, the gender, and years of experience

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