تصور مقترح للتنمية المهنية لمعلم القرن الحادي و العشرين في ضوء الاتجاهات الحديثة

Abstract EN

This study aimed at presenting a proposed vision ibr the professional development Ofthe 21st century teacher in K.

S.

A.

in the light Of recent trends.

After extrapolating the research litera— ture on the subject of this descriptive and analytical study, the searcher designed a questionnaire applied to 423 teachers and edu— cational supervisors to confirm the importance Of the extrapolated recent trends in the professional development Of the teacher Of the 21st century, and the degree Of its availability in the professional development programs presented to the teacher Of the twenty—first in K.

S.A.

The results Of the study showed the importance of these recent trends largely (2.41), but they are fairly achieved in the professional development programs offered to teachers Of K.S.A_ (l _ 82).

The most important and achieved trends were the petency—based proiés_sional development" (2.66) and (2.08).

The least important Of these trends was the trend of' 'action research as an introduction for professional development" (2.10), (l _ 48), then ' 'licensing to practice the teaching profession" (2 _ 12) and (l .65).

In light Of these results, the researcher proposed a vision to ben— efit from these recent trends in the professional development Of teachers in K.S.A.