تصور مستقبلي للتنمية المهنية الذاتية لمعلمي التعليم الأساسي بمحافظة المنيا في ضوء بعض الأدوار الجديدة لمعلم العصر الرقمي

Abstract EN

This research aimed at providing a future vision for the self-professional development of teachers in basic education in Minia governorate in the light of their new roles needed to the digital age, identifying and analyzing teacher roles and responsibilities necessary to keep up with the digital age, analyzing the most important strategies of self-professional development in the context of the data of the digital age, and determining the reality of self-professional development practices for basic education teachers in Minia governorate.

to achieve these objectives, a descriptive approach was used, based on a questionnaire with two parts: the first part is related to self-professional development practices, and the other part is related to the obstacles to self-professional development.

after rationing the research tool and verifying its validity and reliability, it was applied to a sample of (656) teachers.

the research’s findings indicated that the degree of self-professional development practices of basic education teachers in Minia governorate was low, as the value of the average response rate for the total sample on the questionnaire was 0.518, which is less than the minimum confidence limit.

the sample's responses came from the second dimension, confirming the existence of many obstacles that prevent the self-professional development of basic education teachers.

average response rate over all items for this pivot is 0.741, which is above the upper confidence limit.

this research ended with presenting some proposed mechanisms to implement the proposed vision for the self-professional development of basic education teachers necessary for their roles and responsibilities using the Delphi method.