The Tacit Knowledge of Arabic Teachers about Active Teaching Methods

The primar y purpose of this study was to identify the tacit knowledge of the Arabic teachers in Takab, Iran, about active teaching methods. Regarding this goal, the qualitative research method of interpretive phenomenology was used. The research participants included all Arabic teachers in this city in the schools year 2018-2019. In this study, theoretical saturation was used for sample size. That is, the sample selection process continued until no new information emerged anymore. In addition, semi-structured interviews were used to collect data. The transcript of the interview was shared with the participants. The results of the study revealed evidence of a relationship between the implicit knowledge of Arabic teachers about active teaching methods and the success of teachers in active teaching based on their experiences and perspectives. Accordingly, theme analysis was used to analyze the findings. The main themes of the tacit knowledge of the Arabic teachers were categorized into three main categories including teachers' and their colleagues' experiences of their own teaching methods their experience with students and their experience with the school religious, cultural and scientific contents.