Applying the Modular Learning Method in Teaching the Course "Teaching Applications for Students of the Faculty of Education" (Proposed Program)

Abstract

The Teaching Applications course is a crucial and core component of the teacher training program for students in faculties of education. It serves as the practical laboratory for applying educational and theoretical knowledge in real-world settings. Furthermore, it equips student teachers with scientific and practical skills and experiences that enhance their teaching performance when they enter the teaching profession. Given the importance of self-directed learning in ensuring the continuity and lasting impact of learning, this research focuses on one type of self-directed learning using educational modules. It explores the concept, importance, characteristics, and advantages of this approach, ultimately proposing it as a suitable framework for teaching the Teaching Applications course to students in faculties of education. This research aims to: define the concept of educational modules, their characteristics, and advantages; identify the components and features of educational modules in self-directed learning; and develop a proposed framework for teaching the Teaching Applications course using educational modules. Study Methodology: The descriptive approach was used to identify the components of the educational module, the content and objectives of the study, and the three main teaching skills. This was achieved through a review of the literature on the use of educational modules in teaching as a method of self-directed learning. The research population consisted of female students in the Faculties of Education at the University of Tripoli who were qualified for practical teaching (field training). The research sample consisted of female students enrolled in the "Teaching Applications" course at the Faculties of Education, University of Tripoli. The proposed program procedures involve the following steps: defining the program's philosophy; defining the overall objective of the program; defining the behavioral objectives of the program's content (educational modules); defining the specific objectives and elements of the program's content; identifying the methods and strategies to be used; and identifying the concurrent activities and exercises. The researcher recommended the following: 1.Generalizing the use of educational modules to include all courses in the departments of the Faculty of Education. 2.Educational institutions and teacher training centers adopting and disseminating such programs more widely. 3.Strengthening cooperation among all stakeholders, including teachers, school administrations, and the local community, to ensure the continuity of such programs for improving teachers' teaching skills. 4.Encouraging teachers to adopt self-learning methods in developing their professional performance and to utilize diverse learning resources. The researcher also suggests the importance of continuing research efforts in this field by conducting a pilot study to measure the effectiveness of learning through educational modules in developing teaching skills among female students in faculties of education.