scholarly journals Knowledge Training Needs for Science Teachers of Intermediate Stage in the Light of Scope and Sequence Matrix of Science Developed Curricula

2019 ◽  
Vol 3 (1) ◽  
pp. 305-338
Author(s):  
Abdullatif al-malki ◽  
Keyword(s):  
Science Teachers ◽  
Intermediate Stage ◽  
Training Needs

scholarly journals Training Needs of Science Teachers for the Intermediate Stage Under the Vision of 2030

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Samar Sulaiman Al-Raddadi
Keyword(s):  
Science Teachers ◽  
Life Skills ◽  
Pearson Correlation ◽  
Intermediate Stage ◽  
Training Needs ◽  
Point Of View ◽  
Comprehensive Manner ◽  
Descriptive Method

    The research aim is to determine the training needs and its stages for intermediate science teachers under the vision of 2030 from Medina's supervisors and teachers point of view, and to show the effect of the changes depends on the qualification-experience and the amount of the educational courses according to the descriptive method and using a questionnaire that included four aspects: knowledge, performance, using technology and life skills. This was confirmed by arbitrators and the Pearson correlation and ensure its stability by Kronbach Alpha. This was applied on a sample of (6) supervisors of science and (51) science teachers were selected in a comprehensive manner way during the second semester of 1439 \ 1440 H year. The result of the research was according to the supervisors 'and teachers' assessment to the needs to an extreme training to all the areas. In the following order (Knowledge, values and life skills, performance, using technology). There were no significant differences on any of the qualification-experience and the amount of the educational courses.    

scholarly journals Evaluation of constructive teaching skills among science teachers in the intermediate stage: تقويم مهارات التدريس البنائي لدى معلمي العلوم في المرحلة المتوسطة

2017 ◽  
Vol 1 (6) ◽  
Author(s):  
Abdullah bin Zaher Al - Shihri ◽  
Tammam Ismail Tammam
Keyword(s):  
Science Teachers ◽  
Intermediate Stage ◽  
Teaching Skills ◽  
Ministry Of Education ◽  
Graduate Studies ◽  
Training Courses ◽  
The Subject ◽  
Descriptive Approach ◽  
The Mean ◽  
Constructive Teaching

The research aims to study the teaching skills and evaluate the teaching skills of science teachers, and test significance of differences between the mean degree of practice according to the variables: gender, experience, educational qualification, and stage educational, and to achieve these objectives were applied a questionnaire consisting of (31) paragraph, to a sample Of (45) are teachers of science in the intermediate stage of the Ministry of Education and Mjardp. The researcher also followed the descriptive approach. The results indicated that the degree of science teachers and her teachers to teach constructivist was medium, and appeared statistically significant scientific qualification variable differences, for the benefit of graduate studies. The study recommended training courses for science teachers, to familiarize them with the skills of teaching constructivist, and trained to teach these skills to have procedures and guide administrators science with a list of skills (the subject of the study), during the supervision of the education in the schools of the intermediate stage and directing the attention of the authors and curriculum developers to take into account the good fundamentals in the article To provide learners with a leading to the development of scientific concepts in general.

scholarly journals A proposed model-based training program to develop the teaching performance of science teachers in Islamic high schools

2021 ◽  
Vol 58 (1) ◽  
pp. 1909-1931
Author(s):  
Dr. Muhammed Abdulqahar Dawood, Dr. Jennad Abdelouahab
Keyword(s):  
Professional Development ◽  
High Schools ◽  
Training Program ◽  
Science Teachers ◽  
Research Group ◽  
Training Needs ◽  
Achievement Test ◽  
Teaching Performance ◽  
Knowledge And Skills ◽  
Proposed Model

The aim of the current research is to know the effect of a proposed program for professional development based on modules for science teachers in Islamic high schools in Iraq, and to achieve the research objectives, a list of the teaching performances necessary to develop the teaching performance of science teachers was built, and through those training needs a proposed program for the development of these teaching performances was built based on (Modules), and an achievement test was built to measure the cognitive side and a note card to measure the skill side. The achievement test and the observation card were applied beforehand to the research group, then the proposed program was presented to them, then the achievement test and the observation card were presented to them afterward, and by measuring the differences between the results of the pre and post application of the achievement test and the observation card, it was found that the proposed program is effective in developing the knowledge and skills side of science teachers The research sample, and in light of the research results, the researcher presented a set of recommendations and suggestions.

scholarly journals Greek Computer Science Teachers’ Training Needs Assessment

2019 ◽  
pp. 28-32
Author(s):  
Giorgos Panselinas ◽  
Gerasimos Polymeris ◽  
Vasileios P. Efopoulos ◽  
George Gogoulos ◽  
Isavella Kotini ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Computer Science ◽  
Training Program ◽  
Science Teachers ◽  
Training Needs ◽  
Teaching Methodology ◽  
Training Needs Assessment ◽  
Study Results ◽  
Latent Training ◽  
Teachers Training

The present study, following the results of a qualitative study that investigated the explicitly expressed, the felt (but not explicitly expressed) and the latent training needs of the computer science teachers of the Heraklion region of Greece, has questioned all computer science teachers in Greece (5865) to confirm or not the qualitative study results. This has resulted in the largest survey that has taken place for Greek computer science teachers training needs and the only one that is competency-based as far as teaching and pedagogical training needs are concerned. The aforementioned properties of the study enable the design of a three modules (Subject knowledge - Teaching methodology - Pedagogy) training program with explicit training goals; a training program that leaves little mismatch between training needed and training provided.

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