摘要：This paper investigates the readiness degree among Arabic language teachers in
Ma'an Directorate of Education for integrating flipped classroom in teaching
according to Technological, Pedagogical and Content Knowledge TPACK
framework and its domains. The study sample consisted of (118) Arabic language
teachers; (82) of them responded to a questionnaire that measured their readiness.
The researchers used descriptive statistics, ANOVA and T-test. The data analyses
revealed significant differences among teachers' readiness in a high degree. Two
sample t-test showed female teachers' readiness higher than male teachers at the
domains: CK, PK, PCK, TPK and TPCK. Results of ANOVA revealed that
experience of teachers' readiness do not differ significantly. The study
recommended the focus on integrating flipped classrooms within learning
environments.
