مجتمعات التعلم و الممارسة الافتراضية مدخلا للتنمية المهنية لمديري و معلمي مدارس (STEM)‎ المصرية في ضوء الخبرة الأمريكية

Abstract EN

The aim of the current research was to benefit from the American expertise in building and employing virtual learning and practice communities as an approach for professional development for the Egyptian STEM school principals and teachers.

The research adopted the descriptive method in a case study, following these steps: building the general framework of the research, and the theoretical framework to identify the nature of STEM schools and the competencies and skills of their directors and teachers; clarifying the theoretical and intellectual foundations of Virtual learning and practice communities and their relationship to professional development; analyzing the reality of STEM schools in Egypt, the criteria and competencies for selecting their principals and teachers, and their professional development methods, and identifying the official Egyptian efforts to move towards building and employing virtual learning and practice communities as an approach for professional development for the principals and teachers of these schools, reviewing the features of the American expertise in STEM schools, the criteria for selecting their principals and teachers, and the most prominent applications of virtual learning and practice communities as an approach for their professional development in light of the cultural context of the American society; reaching suggested mechanisms and procedures to develop the vision, philosophy, and objectives of Egyptian STEM schools, and the criteria for selecting their principals and teachers, setting the features of a proposed indicative model for building and employing virtual learning and practice communities as an approach for their professional development, in a manner that suits the conditions of Egyptian society and its educational system, and providing recommendations that may contribute to the success of its implementation.