The Extent to Which the Jordanian Inclusive Basic School Teachers Use the Constructivism Theory in Teaching

Abstract

The current study aimed to explore of the extent to which the Jordanian inclusive basic school teachers use constructivism theory in their teaching. A qualitative approach of data gathering and analysis was used; classroom observations were conducted using the observation sheet of the New South Wales Quality Teaching Model. A small number of participants were selected using purposive sampling. The participants included four teachers in a specific four basic inclusive schools. One key finding was that the use of constructivist teaching was in low level. However, the overall score of use in Arabic language was in moderate level whereas in Mathematic was in low level.  Future recommendations and directions for research, policy and practices are presented.