An Investigation on the Pedagogical Challenges that English Teachers Face in Jordan

Abstract

A combination of qualitative and quantitative approaches was used to conduct this study which aims at investigating the pedagogical challenges that English language teachers face in Jordan. Questionnaire and interview were used to collect the required data for achieving the purpose of this study. The sample of the present study consists of (185) male/female English language teachers for the questionnaire, (20) male/female English language teachers and (6) English language supervisors for the interview.
The study revealed that there were pedagogical challenges that English language teachers face related to the preparation of English language teachers and their professional development, which ranged within the moderate level. Furthermore, there were no statistically significant differences of the pedagogical challenges at (α=0.05) attributed to school type, university type and specialization. On the other hand, there were statistically significant differences of the pedagogical challenges at (α=0.05) attributed to experience related to the dimension preparation of English language teachers which was in favor of teachers of 1-5 experience. The researchers recommend reconsidering the educational programs of universities which enable English language teachers to overcome the pedagogical challenges that they face in the field. In addition, they recommend conducting training programs which are required to their professional development.