إسهام التعليم التطوعي عبر المنصات الافتراضية في التنمية المهنية للمعلمين

Abstract EN

This study aimed to: reveal the reality of the contribution of voluntary education through virtual platforms in the professional development of teachers, clarify the obstacles of the contribution of voluntary education through virtual platforms in the professional development of teachers, and to develop proposals to enhance the contribution of voluntary education via virtual platforms to the professional development of teachers, as well as identifying Whether there are statistically significant differences between teachers' responses on the role of volunteer education through virtual platforms in the professional development of teachers are attributed to variables: gender, age, specialization, years of experience, the number of times participation in volunteer education in the classroom.

Through the descriptive method of his analytical and surveying approaches, the researcher designed a questionnaire consisting of 3 main axes and 42 sub-phrases with the aim of defining the role of voluntary education through educational platforms in the professional development of teachers.

After applying the questionnaire to 380 teachers from Saudi Arabia.

The results indicated that there is a large degree of approval from teachers on the importance of the contribution of voluntary education via virtual platforms in their professional development, and approval by a large degree that there are obstacles to voluntary education through virtual platforms in their professional development.

In light of these results, the study proposed several proposals to enhance the contribution of voluntary education via virtual platforms to the professional development of teachers.