Society Knowledge: The Experience of Jordanian Universities

Abstract

Abstract The present study aims at shedding some light on Jordan's experience of society knowledge. In order to fulfill such aim student teachers' knowledge, teacher education and above all teacher professionalism at three public universities were investigated. The participants were 316 student teachers. A questionnaire was adopted in order to ascertain the participants' attitudes toward the quality of instruction they had experienced in the light of their current practice at schools. Based on the analysis of the findings, this research theorizes that faculties of education are knowledge societies for they provide their student teachers with both the knowledge and skills to improve their capabilities. The findings of the present study, also, displayed a strong impact of faculties of education as knowledge societies in promoting professional development in teacher education programs. Such influence was clearly felt through student teachers' responses in terms of having a good knowledge base, planning their lessons, and interacting with the students in a caring manner. It was recommended that reflection is to be emphasized together with scaffolding system level to support a new vision of student teacher practice. Keywords: Society Knowledge, Teacher Education, Pedagogical Knowledge, Professional Development.