College of Education, Yarmouk University-Irbid, Irbid, Jordan.
Department of Curriculum and Instruction, Emirates College for Advanced Education, Khalifa City, Abu Dhabi, United Arab Emirates (UAE).
PLoS One. 2023 Feb 21;18(2):e0279576. doi: 10.1371/journal.pone.0279576. eCollection 2023.
Educational philosophy, in general, is at the heart of the growth of education. It outlines the institution's goals, subject matters, teaching methods, roles of teachers as well as the role of students, assessment methods, and teaching/learning experiences. The study aimed to identify the educational philosophical implications of idealism in schools in Al Ain city of the United Arab Emirates from the perspectives of mathematics teachers. The researchers used a questionnaire with thirty-two Likert-type items as a quantitative method for data collection. The instrument was administered to a randomly selected sample of 82 (46 male and 36 female) mathematics teachers in Al Ain city. The data were analyzed in IBM SPSS version 28 for one sample t-tests and independent samples t-tests to compare teachers' perceptions of curriculum, education values, school functions, roles of teachers, and teaching methods with gender and school type. Further analyses included a one-way ANOVA for teaching experiences and teaching cycles, bivariate correlations between the variables, and a generalized linear model to identify the significant predictors of the teaching method. The findings of the study showed that mathematics teachers in Al Ain city embrace an idealistic philosophy of curriculum, educational values, the role of schools and teachers, and teaching methods in general. The teachers' perceptions of the curriculum and school functions were found to be significant predictors of their teaching methods. These findings have both pedagogical and curricular implications.
教育哲学通常是教育发展的核心。它概述了学校的目标、学科、教学方法、教师和学生的角色、评估方法以及教学/学习经验。本研究旨在从数学教师的角度确定阿联酋艾因市学校中理想主义的教育哲学含义。研究人员使用了一份包含 32 个李克特量表项目的问卷，作为收集数据的定量方法。该工具被随机抽取的 82 名（46 名男性和 36 名女性）艾因市数学教师使用。数据使用 IBM SPSS 版本 28 进行分析，包括单一样本 t 检验和独立样本 t 检验，以比较教师对课程、教育价值观、学校功能、教师角色和教学方法的看法与性别和学校类型的关系。进一步的分析包括教学经验和教学周期的单因素方差分析、变量之间的双变量相关性以及广义线性模型，以确定教学方法的显著预测因素。研究结果表明，艾因市的数学教师普遍接受课程、教育价值观、学校和教师角色以及教学方法的理想主义哲学。教师对课程和学校功能的看法被发现是其教学方法的重要预测因素。这些发现具有教学和课程的意义。
