چكيده لاتين :
The present study aimed at exploring whether Jordanian teachers of English as a foreign language (EFL) are cognizant of, and do perform, essential teaching skills in their classroom instruction. Participants in the study were 60 teachers teaching English Language for basic stage students in the University of Jordan District in Amman. Two research instruments were used to collect data: An open questionnaire and a scale of teacher performance evaluation.
Research findings revealed that participants in the study were aware of the teaching skills necessary for every teacher, namely lesson planning and preparation, lesson presentation and lesson management, classroom climate and discipline, assessment of student progress, and reflection and self-evaluation. However, although the participating teachers were rated to be satisfactorily performing such skills in their classroom practice, this degree of performance is not the standard expected from such established teachers. With respect to experience, it was found that less experienced teachers performed better on lesson planning and preparation and on reflection and self-evaluation; experienced teachers did better on lesson presentation and management, assessment of student progress and discipline.
Based on the findings, it is recommended that pre-service and in-service training courses, focusing on the essential teaching skills mentioned in the study, should be organized for teachers. Further studies that consider other variables, such as academic and professional qualifications, are recommended.
