Reflective Practices Among Secondary School Computer Science Teachers: Their Point of View
DOI:
https://doi.org/10.47750/pegegog.14.01.12Keywords:
reflective practices, reflection, computer science teachers, views.Abstract
the study aims to determine the degree of critical reflective practices among computer science secondary school teachers in Riyadh from their perspective. The paper also seeks to investigate the effects of variables such as gender, qualifications and experience on the perceptions of the aforementioned teachers, towards the critical reflective practices among computer science secondary school teachers. The study tool is a questionnaire which consisted of two dimensions and was distributed to the study sample comprising (223) computer science teachers working in secondary school in Riyadh. The findings revealed that there is no significant difference in the estimation degree concerning the critical reflective practices due to the gender. From the results, it was also established that there is no significant difference in the degree of estimation in relation to the critical reflective practices due to educational qualification variables. On the contrary however, there is a significant difference in the degree of estimation in regard to the critical reflective practices due to the years of experience variable. These differences were evident in a group of those with more than 10 years of experience. The other findings produced by the study highlight that the participants are in agreement about the importance of critical reflective practices. The majority of the subjects opted to agree with the practice of reflection after a training session. In similar fashion, it was determined from the results that some of the most common strategies favored by practitioners involved the communal practice of mind reflection with individuals from outside the school.
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