تصور مقترح لبرنامج إعداد معلمي الرياضيات للمرحلة الابتدائية في ضوء معايير هيئة تقويم التعليم بالمملكة العربية السعودية

Abstract EN

The current study aimed to identify the reality of the programs of preparing elementary mathematics teachers in the kingdom of Saudi Arabia in light of the standards of the Education Assessment Authority, and present a proposal about these programs.

The study adopted the analytical survey approach to analyze the documents of the two programs of the faculty of education in the King Saud University and Umm Al-Qura University to prepare elementary mathematics teachers as a study sample.

Moreover, the descriptive survey approach was used to determine the suitability of the suggested proposal to the preparation program of elementary mathematics teachers from the perspectives of experts and specialists totaling 9 as a study participants, the study revealed a number of findings, the most important of which are: The frequency of the standards of Education Assessment Authority have ranged between (0-23) for the King Saud University program.

While the standard of (knowledge of linguistic, quantitative and digital skills) have the highest frequency with a value of 41.07% and medium availability, the frequency ranged between (0-22) for the program of Umm Al-Qura University; where the standard of (knowledge about the content of specialization and teaching methods) have the highest frequency, with a rate of 45.83% and with medium availability.

The least availability of these criteria was for the standard of (continuous professional development) for both programs, as it showed no frequency, as well as the criterion of (professional interaction with the educators and the society) as the value of its frequency was one in both programs, in general, the availability of the standards of assessment of education was low in both programs because 90% of these standards were available at the levels of very low and low in both programs.

After that, the study presented a proposal of the program of preparing elementary mathematics teachers in the light of the standards of the Education Assessment Authority; the arithmetic mean of its suitability from the view of experts and specialists valued (4.96 of 5) with a very high degree, in light of these findings, the study recommended enhancig the admission criteria in the preparation of elementary mathematics teacher, qualifying and providing faculty members with a high degree of efficiency, raising the level of concern about practical education and developing its supervision method, and linking the theoretical aspects of the programs with the skills of teaching and learning mathematics and the issues of teaching it.