The effectiveness of using divergent thinking to teach Arabic in the third cycle in the United Arab Emirates in light of the attitudes of Arabic language teachers towards it

Abstract

The aim of this study is to recognize the teacher’s perception about applying the divergent thinking skills on teaching the Arabic language for the 3^rd graders in UAE. the researcher applied the descriptive analytical method in this study to conduct the study. The population of this study was of the MOE Arabic teachers in Alain.  The sample consisted of 150 female and male teachers. The researcher used a questionnaire consisted of 47 items to collect the data of the study. The results showed that there was statistically significant difference (a=0.05) based on years of experince in favor of the teachers who had more than 10 years of experience over those who had less than 5 years of experience. The research demonstrated the need of raising the awareness of the teachers in general and the cycle one and two Arabic teachers in specific on the importance of applying new teaching pedagogies and strategies, especially the of Divergent thinking strategies.