The Degree of History Teachers' Use of Modern History Teaching Approaches from Their Perspective in Jordan

Abstract

The current study aimed to identify The Degree of History Teachers' Use of Modern History Teaching Approaches from Their Perspective in Jordan and reveal statistically significant differences in the degree to which history teachers use Modern History Teaching Approaches according to their demographic characteristics (gender, academic qualification, years of experience). The study used the descriptive-analytical method. The study tool consisted of a questionnaire of (7) Modern Approaches to Teaching History. It was applied to a sample of history teachers, numbering (53) male and female teachers from the Education Directorate of Ajloun Region. The results showed that the degree of history teachers’ use of modern history teaching Approaches was moderate, with an arithmetic mean of (2.22) and a standard deviation of (0.362). The most commonly used teaching approaches were the biographies and translations approach, with an arithmetic mean of (2.31) and a standard deviation of (0.423). The least commonly used teaching approach was the historical empathy approach, with an arithmetic mean of (2.18) and a standard deviation of (0.465). The results also showed no differences in the degree of use attributed to the variables of gender, academic qualification, and experience. Years of experience do not markedly influence the degree of history teachers' use of modern history teaching approaches, suggesting a consensus among instructors of varying experience levels about integrating modern history teaching approaches.