The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers

Autor/inn/en	Khasawneh, Omar; Khaled, Ahmed; Al Momani, Mohammad
Titel	The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
Quelle	In: Journal of Education and Practice, 7 (2016) 11, S.45-54 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Educational Philosophy; Early Childhood Education; Preschool Teachers; Educational Principles; Questionnaires; Statistical Analysis; Kindergarten; Gender Differences; Teaching Experience; Educational Attainment; Teacher Characteristics; Multivariate Analysis; Jordan + Suchen Sie Ihr Suchwort? Ausland; Bildungsphilosophie; Erziehungsphilosophie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsprinzip; Fragebogen; Statistische Analyse; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Multivariate Analyse
Abstract	The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01