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Teaching Competencies for Arabic Schools Kindergarten Teachers in China

Author

Listed:
  • Abdo Hasan AL-Qadri*

    (School of Education, Shaanxi Normal University, China)

  • Zhao Wei

    (School of Education, Shaanxi Normal University, China)

  • Mohammad Hamad Al-khresheh

    (Department of English Language, Northern Border University, Jordan)

  • Xiaoduan Chen

    (School of Education, Shaanxi Normal University, China)

  • Ali Usman Hali

    (School of Education, Shaanxi Normal University, China)

Abstract

Due to the importance and special nature of kindergarten stage on children’s cognitive, social, emotional and psychological growth, this study aimed at identifying the main teaching competencies required for kindergarten teachers in China. To achieve this objective, an observation card was applied on a group of 41 teachers from different kindergartens. The findings of the study suggested, firstly, that the levels of teaching competencies might be divided into five levels. This classification might be attributed to the variables of the study; namely, specialization, qualification and teaching years of experience. Secondly, the findings also revealed that, on the one hand, there were statistically significant differences according to the variable of specialization and the years of experience. On the other hand, no significant differences were found due to the variable of academic qualification. On the basis of these findings, a group of recommendations were put forward.

Suggested Citation

  • Abdo Hasan AL-Qadri* & Zhao Wei & Mohammad Hamad Al-khresheh & Xiaoduan Chen & Ali Usman Hali, 2018. "Teaching Competencies for Arabic Schools Kindergarten Teachers in China," The Journal of Social Sciences Research, Academic Research Publishing Group, pages 834-841:5.
    • Handle: RePEc:arp:tjssrr:2018:p:834-841
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