The Impact of a Teachers Training Program to Enhance Professional Development in Science and English Language Teachers in the Kingdon of Saudi Arabia

أثر برنامج تدريب المعلمين على تعزيز التنمية المهنية لمعلمي العلوم واللغة الإنجليزية في المملكة العربية السعودية

The Professional Teaching Training Program enhances the skills and competencies of educators through structured learning experiences that target educational strategies, critical thinking, and content knowledge. This study aims to assess the impact of the Teachers professional training program on the development of information awareness thinking and systemic thinking among English Language and Science teachers in Saudi Arabia. According to Vision 2030, which focuses on economic and educational reforms, this research investigates how focused professional development can enhance teaching efficacy. By employing a quantitative, Qausi-Experimental design, this study enlisted sixty female teachers, half of whom were English language teachers and the other half were science teachers. The study incorporated online sessions of a ten-day training program, which commenced on 22nd July and lasted till 28th July. The training lasted twenty-five hours, with daily sessions lasting for two and       a half hours, which included assessment of interactions between teacher-student and teacher training methods. The results of this research demonstrated that the training program has significantly improved teachers' competencies in information awareness and systemic thinking skills. Further analysis of the data revealed notable improvements in English and Science teachers, highlighting the efficacy of the training program in promoting these crucial professional skills and demonstrating a positive correlation between enhanced teaching practices and the training.

Keywords: Professional training, Awareness thinking, Systematic thinking, Professional skills, English and Science teachers

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يعزز برنامج التدريب الاحترافي مهارات المعلمين وكفاءاتهم التربوية من خلال التجارب التعليمية المنظمة والتفكير الناقد والمحتوى المعرفي. تهدف هذه الدراسة إلى تقييم أثر برنامج تدريب المعلمين الاحترافي القائم على تطوير الوعي المعلوماتي والتفكير المنظومي بين معلمي اللغة الإنجليزية ومعلمي العلوم في المملكة العربية السعودية في ظل رؤية 2030 التي تركز على التنمية الاقتصادية والتربوية بطريقة تعزز عملية التطوير المهني وكفاءة التدريس. تم استخدام منهجية التصميم التجريبي الكمي، حيث شملت هذه الدراسة ستين معلمة، نصفهن من معلمات اللغة الإنجليزية والنصف الآخر من معلمات العلوم. تضمنت الدراسة جلسات عبر الإنترنت لبرنامج تدريبي مدته عشرة أيام، بدأ في 22 يوليو واستمر حتى 28 يوليو. استمر التدريب لمدة خمس وعشرين ساعة، مع جلسات يومية استمرت لمدة ساعتين ونصف، والتي تضمنت تقييم التفاعلات بين المعلم والطالب وطرق تدريب المعلمين. أظهرت نتائج هذه الدراسة أن برنامج التدريب قد أدى إلى تحسن كبير في كفاءات المعلمين في مهارات الوعي المعلوماتي والتفكير المنظومي. وأظهر التحليل الإضافي للبيانات تحسنات ملحوظة في معلمي اللغة الإنجليزية والعلوم، مما يسلط الضوء على فعالية برنامج التدريب الاحترافي في تعزيز هذه المهارات المهنية اللازمة وإظهار وجود علاقة إيجابية بين ممارسات التدريس المحسنة والتدريب الاحترافي.

الكلمات المفتاحية: التدريب الاحترافي، الوعي المعلوماتي، التفكير المنظومي، المهارات المهنية، معلمي اللغة الإنجليزية والعلوم

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