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The purpose of this study was to assess the role of the cooperating teacher from the candidate’s point of view in the Teaching Practice course at the College of Education, Sultan Qaboos University. Descriptive analytical approach was used, and the data was collected by surveying the teachers’ candidates participated in the Field Training program during the period 2014-2017, by applying the assessment questionnaire of the cooperating teacher by the teachers’ candidates. The sample consisted of 573 participants chosen randomly, and the study was conducted in the year 2021. The results indicated that there are statistically significant differences at the significance level (0.05) between the means scores for assessing the cooperating teacher by the teachers’ candidates due to gender, in favor of males; the type of school, in favor of private schools; specialization, in favor of the Arabic language specialization. However, the result showed that there was no statistically significant difference at the significance level (0.05) between the means scores for assessing the cooperating teacher by the teachers’ candidates due to the type of the semester (Fall, Spring). The study recommended the need for developing the capabilities and skills of cooperating teachers to carry out their supervisory roles and provide candidates with the performances required for the educational process. The study also recommended conducting a future study on the attitudes and beliefs of candidates in field training towards the supervisory role of both university supervisors and cooperating teachers. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate congruent educational historic forms that must be presented in history textbooks from faculty members' at history Department viewpoint in conjunction with textbooks embedded forms. The study sample consisted of 11 faculty members in History Department at Yarmouk University. The study, as well, analyzed upper basic stage history textbooks extending from the seventh grade up to the tenth grade in the scholastic year 2012-2013. The study employed qualitative and analytical research design. In order to achieve the objectives of the current study, a one research instrument was developed. Which consisted of six domains in educational historic forms; namely: political, military, economic, social, religious, modern scientific, and urban. Reliability and validity measures were checked. The results showed that the most frequent educational historic from all through history upper basic stage textbooks is in favor of political and military domains where such domains were iterated as up to 1444 occurrences as to 31.04% percent. The least historical education forms, however, was found as in favor of the urban domain where it was iterated as up to 320 occurrences with and 6.95% percent. History Department faculty members at history Department ' perspectives on educational historic forms that existed in history textbooks at the upper basic stage were steered towards ranking the social history domain as main, the modern scientific history domain as subsequent, then the economic history domain as last. [ABSTRACT FROM AUTHOR]