Evaluating Saudi Teachers’ Knowledge and Skills in Teaching Primary School Students to Read in Arabic

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Author(s)
Primary Supervisor
Gardner, Rod
Other Supervisors
Woolley, Gary
Algarfi, Abdulrahman
Year published
2015
Metadata
Show full item recordAbstract
Expectations placed on the expertise of teachers and how this expertise should be utilised in the classroom is highly variable in different countries. This study explored these expectations on teachers of Arabic reading in upper grades of primary schools in Saudi Arabia, in three keys stages of reading instruction: the planning stage, the presentation stage, and the evaluation stage. The study was conducted in the province of Asir in Saudi Arabia, as Arabic reading instruction has been identified as problematic in some Saudi provinces. The purpose of this study is to reveal the knowledge and skill of the teachers of Arabic ...
View more >Expectations placed on the expertise of teachers and how this expertise should be utilised in the classroom is highly variable in different countries. This study explored these expectations on teachers of Arabic reading in upper grades of primary schools in Saudi Arabia, in three keys stages of reading instruction: the planning stage, the presentation stage, and the evaluation stage. The study was conducted in the province of Asir in Saudi Arabia, as Arabic reading instruction has been identified as problematic in some Saudi provinces. The purpose of this study is to reveal the knowledge and skill of the teachers of Arabic reading in grades five and six of primary school. This study developed five instruments (three questionnaires, content analysis checklist, and classroom observation checklist). The study attempted to answer the main question: What are the Saudi teachers’ knowledge and skills in teaching upper grades of primary school students to read in Arabic in terms of (planning, presentation and evaluation).
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View more >Expectations placed on the expertise of teachers and how this expertise should be utilised in the classroom is highly variable in different countries. This study explored these expectations on teachers of Arabic reading in upper grades of primary schools in Saudi Arabia, in three keys stages of reading instruction: the planning stage, the presentation stage, and the evaluation stage. The study was conducted in the province of Asir in Saudi Arabia, as Arabic reading instruction has been identified as problematic in some Saudi provinces. The purpose of this study is to reveal the knowledge and skill of the teachers of Arabic reading in grades five and six of primary school. This study developed five instruments (three questionnaires, content analysis checklist, and classroom observation checklist). The study attempted to answer the main question: What are the Saudi teachers’ knowledge and skills in teaching upper grades of primary school students to read in Arabic in terms of (planning, presentation and evaluation).
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Thesis Type
Thesis (PhD Doctorate)
Degree Program
Doctor of Philosophy (PhD)
School
School of Education and Professional Studies
Copyright Statement
The author owns the copyright in this thesis, unless stated otherwise.
Item Access Status
Public
Subject
Arabic language, Study and teaching
Saudi primary teacher's skills