The Competence of Teachers Embedded in the Classroom and Child Education Programs in Jordan, and It’s Compatibility with the Required Competence of Teacher in the Age of Information Technology

Nahil M. Aljaberi^1,

¹Faculty of Arts and sciences, University of Petra, Amman, Jordan

Cite this paper:
Nahil M. Aljaberi. The Competence of Teachers Embedded in the Classroom and Child Education Programs in Jordan, and It’s Compatibility with the Required Competence of Teacher in the Age of Information Technology. American Journal of Educational Research. 2015; 3(7):832-843. doi: 10.12691/education-3-7-6

Abstract

The aim of this study is to determine the competencies and technological roles of teachers who are able to employ technology in education and keep themselves up-to-date with the requirements of the era of information and communication technology. Moreover, it aims to identify the presented image of the teacher and his/her roles as reflected by the teacher education programs courses (namely, Child Education and Classroom Teacher Education Programs) from the viewpoints of faculty members; as well as to determine the image of the teacher and his/her roles from the viewpoint of students enrolled in the Child Education and Classroom Teacher Education Programs. Additionally, the study aims to explore and identify the perceptions of students majoring in Classroom Teacher Education and Child Education and their future roles as teachers. The researcher based her work on theoretical papers, published research, and different literature in a collection of relevant data to extract facts and conclusions, as well as following the descriptive analytical method which relies on the quantities method to determine the roles of teacher preparation programs to grade students enrolled in Classroom Teacher and Child Education programs through a questionnaire which included (78) items. In order to determine the roles of the teacher through the student's views, the researcher employed another questionnaire consisting of (63) items. The same approach was also used in determining the students' perceptions of their future roles as teachers through a third questionnaire that consisted of (42) items. The scales have been applied to all students enrolled in Classroom Teacher and Child Education programs at Petra Private University. The study concluded that most of undergraduate courses for Classroom Teacher and Child Education programs have failed to reflect the competencies of the teachers and technological competencies of the preparation and design of teaching from the perspective of teachers. The study also showed that students have a blurry image of their future roles as teachers, and the roles of guidance and counseling and skills related to ethical and professional technology employing the most mysterious of these roles.

Keywords:
competence Classroom and Child Education information technology

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