Teaching Competencies for Arabic Schools Kindergarten Teachers in China

Abdo Hasan AL-Qadri*, Zhao Wei, Mohammad Hamad Al-khresheh, Xiaoduan Chen and Ali Usman Hali
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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

The Journal of Social Sciences Research, 2018, 834-841 Special Issue: 5

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.

Keywords: Kindergarten; Playing tools; Performance; Teaching aids; Teaching competencies. (search for similar items in EconPapers)
Date: 2018
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