Saudi Arabia’s Islamic Education Teachers’ Perspectives on Quality Professional Development Activities

وجهات نظر معلمي الدراسات الإسلامية في المملكة العربية السعودية حول جودة أنشطة التطوير المهني

في حين أن الدراسات الإسلامية تحتل مكانة بارزة في المناهج الدراسية في المملكة العربية السعودية، إلا أن أنشطة التطوير المهني لمعلميها لم تُدرس بشكل كافٍ. هدفت هذه الدراسة البحثية ذات الأسلوب المختلط إلى استكشاف الأنشطة التي يمارسها معلمو الدراسات الإسلامية في المملكة العربية السعودية للمساهمة في تطورهم المهني. بالإضافة إلى ذلك، سعت الدراسة إلى تحديد الإجراءات التي يعتقد هؤلاء المعلمون أنه ينبغي اتخاذها لتطوير حياتهم المهنية. تم إجراء استبانات كمية على عينة مكونة من 246 معلمًا ومعلمة، في حين تم إجراء مقابلات نوعية مع 82 مشاركًا آخرين فيما يتعلق بهذين المجالين. ووفقاً لنتائج الاستبانة، فإن الخبرة التدريسية، والموضوعات التي يتم تدريسها، والأفكار حول القضايا والتحديات التي يواجهونها هي العوامل التي ساهمت بشكل كبير في التطوير المهني للمعلمين. وفيما يتعلق بالخطوات الموصى بها، اقترحت المقابلات إدراج برامج التدريب وورش العمل والزيارات بين المعلمين وتبادل الخبرات باعتبارها قابلة للتنفيذ وفعالة. قدمت هذه الدراسة مساهمة كبيرة في التطوير المهني لمعلمي الدراسات الإسلامية من خلال تحديد العوامل المؤثرة، مثل الخبرة التعليمية، واقتراح خطوات قابلة للتنفيذ، بما في ذلك البرامج التدريبية وورش العمل والزيارات بين المعلمين وتبادل الخبرات.

الكلمات المفتاحية: التطوير المهني؛ معلمو الدراسات الإسلامية؛ التربويون.

While Islamic Education (IE) occupies a prominent position in the curriculum of Saudi Arabia, the professional development activities of its teachers have been understudied. This mixed-methods research study aimed to explore the activities that Saudi Arabia's IE teachers consider contributing to their professional development. Additionally, the study sought to identify the actions that these teachers believe should be taken to develop their careers professionally. Quantitative questionnaires were administered to a sample of 246 teachers for the first study area, while qualitative interviews were held with another 82 participants for the second study area. According to the questionnaire results, teaching experience in the classroom, subjects taught and reflections on issues and challenges faced are the factors that contributed most to teachers’ professional development. Regarding the recommended steps, the interviews suggested the inclusion of training programmes, workshops, teacher-to-teacher visits and sharing of experiences as actionable and effective. The study made a significant contribution to the professional development of Islamic Education teachers by identifying influential factors, such as teaching experience, and suggesting actionable steps, including training programmers, workshops, teacher-to-teacher visits and sharing of experiences.

Keywords: Professional development; Islamic Education teachers; educators.

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