"Difficulties Facing Physics Teachers in Implementing Modern Teaching Methods from Their Point of View"

Abstract

The contemporary educational arena is witnessing a fundamental shift in the philosophy of education. The objective is no longer confined to the mere transmission of knowledge to the learner, but has rather expanded to develop critical thinking, creativity, and problem-solving skills. In the context of physics education—as a science based on observation, experimentation, and inference—modern teaching methods such as project-based learning, active learning, and scientific inquiry emerge as the most appropriate approaches to achieving these noble goals. These methods place the student at the heart of the educational process, transforming them from passive recipients into active and engaged researchers.

However, the weakness of the infrastructure and the scarcity of educational resources and teaching aids act as major constraints hindering teachers' performance in adopting modern methods. The absence of well-equipped laboratories, coupled with the difficulty of accessing digital education technologies, limits their ability to provide interactive and effective learning experiences. On the other hand, many teachers face difficulties in planning and execution, particularly regarding classroom management and addressing the diverse levels among students. This requires the preparation of flexible and varied lessons, which doubles the workload and hinders compliance with set timelines.

Among other challenges is the low level of digital competence, which reduces teachers' ability to utilize educational technology efficiently, consequently reflecting negatively on teaching quality and student engagement. Furthermore, psychological and pedagogical challenges, such as resistance to change and fear of failure, lead some teachers to adhere to traditional methods, thereby reducing professional development opportunities and obstructing innovative teaching patterns. This intersects with the lack of administrative support and the absence of effective training programs, which impedes the process of adapting to modern teaching methods and making optimal use of technology.

Overall, numerous studies indicate the importance of accurately diagnosing these difficulties to formulate appropriate strategies that contribute to supporting teachers and empowering them to implement modern methods with greater confidence and efficiency, thereby enhancing the quality of student learning and achieving the desired educational goals (S. Almzidi & H. Al Shuaili, 2017; Maarouf & Kouhila, 2001). The current research was undertaken to achieve a realistic formulation through a scientific questionnaire designed to measure the level of difficulties facing physics teachers in Iraqi schools.