The Effectiveness of A Training program to Employ Active Learning Strategies for History Tteachers in Preparatory Stage and Their Tendency to Use Them

Abstract

This research aims to:

• Build a program My training To employ active learning strategies for Preparatory stage history teachers.
• Identify the effectiveness of the training program in employing active learning strategies for history teachers in Preparatory stageand their attitudes towards their use .

For the purpose of achieving the second objective of the research formulated premise data the following:

1. "There is no statistically significant difference between the average grades of history teachers in the preparatory stage who participated in the training program in the pre and post applications of the observation card of employing active learning strategies at a significance level (0.5).
2. "There is no statistically significant difference between the average grades of the history teachers in the preparatory stage who participated in the training program in the pre and post applications of the scale of the trend towards the use of active learning strategies at a significance level (0.5).

To achieve this, the researcher followed the descriptive and experimental approaches, using the descriptive approach in building the program, and used the experimental approach in implementing the program. The two tools and their stability were applied to the sample members of (30) history teachers, and they were chosen randomly from the study population and appropriate statistical analyzes were carried out, as the results of the research showed that the training program is effective in employing history teachers and teachers for active learning strategies and in forming positive trends Towards the use of active learning strategies, and in light of the results of the study, the researcher recommended the following:

1. The Ministry of Education adopts the training program as a training curriculum in the periodic training courses held by the Preparation and Training Center of the Education Directorates for Preparatory stage history teachers and teachers.
2. Emphasizing that history teachers have an interest and focus in using active learning strategies in teaching the subject.
3. The necessity for the General Directorate of Education in Baghdad Governorate (Rusafa II) to provide periodic training courses for history teachers to educate them about the benefits of using active learning strategies in teaching history.
4. The Directorate General of Education in Baghdad Governorate (Rusafa II) directs its supervisors to urge history teachers to use active learning strategies in teaching.