رؤية مستقبلية لتنمية المعلم مهنيا في ضوء اقتصاد المعرفة

Abstract EN

This study aims to set a proposed prospective vision that can contribute in improving professional development in teachers in the light of knowledge economy.

The descriptive analytic approach was used in the study to collect data and information and organize them to explore professional development in teachers and knowledge economy principles, as well as identifing its reflections on professional development.

A prospective vision that consists of a philosphy, goals, requirements and procedural steps was developed and proposed to be adopted to implement knowledge economy and its impact on professional development in teachers.

The philosophy of the proposed vision relies on that the process of preparing, qualifying and trraining teachers is continuous and is not retricted to information and knowledge that the teachers have acquired in educational institutions only, but it expands to the everlasting professional life.

Teachers cannot get along with medern world and its variables unless they persist to refresh, refine and develop their knowledge, skills and experience all life long to be able to effectively produce, dessiminate and exploit knowledge in all social activities.

To achieve these tasks, teachers' skills and abilities should be diversified in light of knowledge that helps in reform and development of these skills and abilities.

This, in turn, stresses the fact that teachers need to make better use of knowledge by getting higher educational qualification and qualifications in knowledge economy that concentrate on continuous innovation and creativity, on using skills and technology, and on appreciation of mental product.

In light of a future vision, some recommendations that may inform educational policy makers and teachers in the Kingdom of Saudi Arabia to improve all aspects of education and inform teahers about knowledge economy and to refine their competence were This study aims to set a proposed prospective vision that can contribute in improving professional development in teachers in the light of knowledge economy.

The descriptive analytic approach was used in the study to collect data and information and organize them to explore professional development in teachers and knowledge economy principles, as well as identifing its reflections on professional development.

A prospective vision that consists of a philosphy, goals, requirements and procedural steps was developed and proposed to be adopted to implement knowledge economy and its impact on professional development in teachers.

The philosophy of the proposed vision relies on that the process of preparing, qualifying and trraining teachers is continuous and is not retricted to information and knowledge that the teachers have acquired in educational institutions only, but it expands to the everlasting professional life.

Teachers cannot get along with medern world and its variables unless they persist to refresh, refine and develop their knowledge, skills and experience all life long to be able to effectively produce, dessiminate and exploit knowledge in all social activities.

To achieve these tasks, teachers' skills and abilities should be diversified in light of knowledge that helps in reform and development of these skills and abilities.

This, in turn, stresses the fact that teachers need to make better use of knowledge by getting higher educational qualification and qualifications in knowledge economy that concentrate on continuous innovation and creativity, on using skills and technology, and on appreciation of mental product.

In light of a future vision, some recommendations that may inform educational policy makers and teachers in the Kingdom of Saudi Arabia to improve all aspects of education and inform teahers about knowledge economy and to refine their competence were proposed.