تطوير برامج إعداد المعلم في المملكة العربية السعودية في ضوء تجارب عالمية رائدة في برامج إعداد المعلمين

Abstract EN

The study aimed to know the reality of teacher preparation programs in the Kingdom of Saudi Arabia, the reality of teacher preparation programs in America, Finland and Canada, and to develop the teacher preparation program in the Kingdom of Saudi Arabia in light of the pioneering experiences, the study used the descriptive analytical method, the study found the following results: The scientific education in the College of Education at King Saud University is few compared to the colleges of education at Michigan State University, the University of Helsinki, and the University of Toronto, where the percentage of practical education represents 8.6% of the total time allocated to the program.

The nature of teacher preparation courses is somewhat similar with regard to general, educational, cultural and specialized preparation courses, except that they are expanded in the teacher preparation program at the University of Helsinki and the University of Toronto and at Michigan State University, while it falls in the teacher preparation program in the College of Education at King Saud University; This is due to the relatively small time of the program (4 years) compared to the time allocated (5-7 years) to previous universities.

All universities (Michigan, Helsinki, and Toronto) have obtained accreditation for the teacher preparation programs offered in the Faculties of Education from bodies and institutions that grant programmatic accreditation certificates for the programs offered in the Faculties of Education in those universities.

As for King Saud University, there is no current accreditation for the program, the admission procedures are selective in Universities (Michigan, Helsinki and Toronto), while admission to the College of Education at King Saud University is easier and with high rates for those who meet the general conditions and specialization conditions.

Based on the findings of the current study, the researchers recommend the following: Increasing the period of the program in the colleges of education in the Kingdom of Saudi Arabia by no less than five years to seven years, using the integrated preparation system, because it prepares the student from the beginning to adapt to the teaching profession on a regular basis and synchronized with the rest of the materials and competencies of teacher preparation according to the program plan.

Establish controls and mechanisms for admission to teacher preparation programs according to selective procedures in order to ensure the quality of the candidate so that the student-teacher recruitment process is completed.