Teaching practices needed for teachers of social and civic studies in the first century twenty from the point of view of the educational supervisors in the Madinah region, Kingdom of Saudi Arabia

Abstract

 The study aimed to determine the teaching practices necessary for social and civic studies teachers in the twenty-first century and the level of their importance from the point of view of a sample of social studies supervisors in the Madinah region of the Kingdom of Saudi Arabia. To achieve this purpose, the current study used a list of those practices and a questionnaire to identify their level of importance from the point of view of the sample, which reached (27) supervisors of social studies. The study identified (8) basic skills that include (48) teaching practices, and that the basic skills and teaching practices have been of high importance from the point of view of social studies supervisors, where the general mean was (2.18) and its percentage was (72.6%). The skill of communication came first in terms of importance (mean 2.48, percentage 82.6%), followed by the skills of cooperation, participation and self-direction (mean 2.22, percentage 74%), then the skill of using technology (mean 2.21, percentage 73.6%), creativity and innovation (mean 2.20, percentage 73.3%), local links (mean 2.17, percentage 72.3%), critical thinking (mean 2.11, percentage 70.3%), and global links (mean 2.07, percentage 69 %).