A teaching model based on scenario learning to develop some skills of reflective teaching performance and explanatory writing of student teachers in the Arabic language division at the Faculty of Education.

The aim of the research is to build a teaching model based on scenario learning and its effectiveness in developing some skills of reflective teaching performance and explanatory writing of student teachers in the Arabic language division at the Faculty of Education. The researcher conducted a test that measures the cognitive aspect of the reflective teaching performance skills of the research sample, the reflective teaching performance observation card, and the explanatory writing test. The researcher followed the experimental approach based on the semi-experimental design with two groups, the experimental and the control, by dividing the research sample, which consisted of 56 male and female students, into two groups equally. The researcher prepared a teaching model based on the scenario learning approach and applied it to the students of the experimental group to study the course of methods of teaching Arabic language (1) in the first semester 2022/2023, while the students of the control group studied the same course using the usual method based on explanation and presentation. The measurement tools were administered after the end of the experiment on the students of the two groups. The results revealed that there were statistically significant differences between the mean scores of the experimental group and those of the control group in the reflective teaching performance test, the observation sheet, and the explanatory writing test in favor of the experimental group in the post application. The results also indicated the effectiveness of using the proposed teaching model based on the scenario learning approach in developing reflective teaching performance skills and explanatory writing among the students of the experimental group.