درجة توظيف معلمات الروضة لمهارات القرن الحادي والعشرين من وجهة نظرهن ‏

Hanan Obaidullah Okleh   Assaf

doi:10.35516/edu.v50i2.593

المؤلفون

Hanan Obaidullah Okleh Assaf Faculty of Education for Early Childhood, Mansoura University, Egypt https://orcid.org/0000-0001-9308-8731

DOI:

https://doi.org/10.35516/edu.v50i2.593

الكلمات المفتاحية:

التوظيف، معلمة الروضة، مهارات القرن الحادي والعشرين

الملخص

الأهداف: هدفت الدراسة تعرف درجة توظيف معلمات الروضة لمهارات القرن الحادي والعشرين من وجهة نظرهن، تكون أفراد الدراسة من (220) معلمة من معلمات الروضة في العاصمة عمان، تم اختيارهن بالطريقة العشوائية الطبقية.

المنهجية: استخدمت الدراسة المنهج الوصفي المسحي. وللإجابة عن سؤالي الدراسة تم إعداد بطاقة ملاحظة؛ مكونة من (30) فقرة موزعة على ثلاثة مجالات هي التعلم والإبداع، والثقافة الرقمية، والحياة والعمل، وجرى التأكد من صدقها وثباتها.

النتائج: أظهرت النتائج أن درجة توظيف معلمات الروضة لمهارات القرن الحادي والعشرين من وجهة نظرهن كانت مرتفعة في جميع المجالات. وأظهرت النتائج عدم وجود فروق دالة إحصائياً في تقديرات افراد الدراسة لدرجة توظيف معلمات الروضة لمهارات القرن الحادي والعشرين تعزى لمتغيري الخبرة والمؤهل العلمي.

الخلاصة: وجود درجة توظيف عالية من قبل معلمات الروضة لمهارات القرن الحادي والعشرين في جميع المجالات: التعلم والإبداع، والثقافة الرقمية، والحياة والعمل. لذا أوصت الدراسة بضرورة الاستمرار في تحفيز معلمات الروضة للالتحاق بالدورات التدريبية ذات الصلة بمهارات القرن الحادي والعشرين.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Abu Jadu, S. (2010). Upbringing in the light of values. Amman: Osama Publishing House.

Al Saud, A. (2020). Twenty-first century skills necessary for kindergarten children and the requirements for their acquisition from the viewpoint of faculty members in childhood education faculties. International Journal of Educational Research. 45(2), 36-71.

Al-Ghamdi, A., & Al-Najem, A.(2021). The skill level of early childhood teachers in the twenty-first century. Journal of the Islamic University of Gaza. 28(6), 546-578.

Al-Haroun, Sh. (2016). The effectiveness of including media culture competencies in teaching science to develop twenty-first century skills and achievement among middle school students. Journal of Scientific Education, 19 (6), 65-99.

Al-Huwaish, Y. (2018). Professional development for teachers of the Kingdom of Saudi Arabia in light of the skills of the twenty-first century. Journal of the College of Education in Educational Sciences, 42 (1), 246-282.

Al-Maliki, W. (2020). The role of educational supervision in developing the skills of the twenty-first century among female mathematics teachers in the primary stage in Saudi public schools. Unpublished Master's Thesis, King Abdulaziz University, Jeddah, Saudi Arabia.

Al-Masaeed, T. (2017). The challenges of preparing and qualifying teachers in light of the skills of the twenty-first century, a paper presented in the Fourth Conference of the College of Education and Basic Sciences, Ajman, United Arab Emirates.

Al-Rashed, M. (2018). The degree of kindergarten teacher practice of digital learning and its direction towards its use. Journal of the Islamic University of Gaza, 26(3), 96-128.

Al-Saiyd., A. (2018). Content modeling, cognitive, educational, and technological to develop the twenty-first century competencies necessary to prepare teachers of basic education - pre-service sciences. Journal of Scientific Research in Education, 6(19), 531-571.

Alshaer, I. (2015). The effectiveness of the teacher’s role in developing twenty-first century skills. Unpublished Master's Thesis, The Islamic University, Gaza, Palestine.

Al-Zahrani, F. (2018). The skills needed to be available in the primary grades teacher according to the twenty-first century skills vision. Kuwait University Educational Journal, 4(2), 33-68.

Andrakiri, M. (2021). A guiding model for the development of the teaching skills of the kindergarten teacher necessary for the child to acquire the skills of the twenty-first century. The Arab Journal of Media and Child Culture, 10(2), 336-358.

Badran, Sh., Suleiman, S. (2016). The third millennium teacher within the framework of quality standards for professional practice. Alexandria: The New University House.

Hanafi, M. (2018). 21st Century Teacher Skills, a paper presented in the twenty-fourth Scientific Conference: Teacher Training Programs in Universities for Excellence, Cairo, Arab Republic of Egypt.

Khamis, S. (2020). Twenty-first century skills. A framework for learning for the future. Childhood and Development Journal, 4(1), 102-144.

Melhem, A. (2017). The degree of availability of twenty-first century skills in the technology course for the upper basic stage, and the degree to which students possess those skills. Unpublished master's thesis, An-Najah National University, Palestine.

Muslimi, A. (2018). Successful primary school teacher. Arabian Gulf Message Journal, 3(1), 104-128.

Naim, A. (2018). Diagnosing the competencies of the kindergarten teacher to discover the creative thinking abilities of kindergarten children while playing. Journal of the Faculty of Education at Helwan University, 4(2), 38-66.

Rawadiyah, K. (2021). The degree to which teachers in Ma’an Governorate possess twenty-first century skills and their relationship to the extent to which students acquire them from the teachers’ point of view. Al-Hussein Bin Talal University Journal of Research, 4(7), 360-388.

Shehata, H., & Najjar, Z. (2015). A dictionary of educational and psychological terms. Cairo: The Egyptian Lebanese House.

Sobhi, N. (2016). The extent to which the skills of the twenty-first century are included in the developed science curriculum for the first intermediate grade in the Kingdom of Saudi Arabia. Journal of Educational Sciences, 1(1), 9-44.

References

Binkley, M. (2011). Defining 21st century skills, draft white paper. Melbourne, Australia: University of Melbourne.

Caliskan, H. (2018). Integration of 21st century skills into science instruction: A case of early childhood teacher education, International conference, the future of education, Florance, Italy.

Claro, M. (2018). Teaching in Digital Enviornment (TIDE): Defining and measuring teachers capacity to develop students digital information and communication skills. Computers and Education, 121, 162-174.

Kivunja, C. (2018). Teaching Students to Learn and to Work Well With 21st Century Skills: Unpacking the Career and life Skills Domain of the New Learning Paradigm. International Journal of Education, 4(1), 11-33.

Lowe, D. (2017). Evaluating the performance of some secondary school teachers in some selected schools in Southern California in the United States of America in the light of the skills of the twenty-first century. International Journal of Education, 3(2), 112-147.

Mehmet, D. (2020). The degree to which primary school teachers apply twenty-first century skills. International Journal of Progressive Education, 4(3), 101-125.

Stover, J. (2019).The degree to which teachers apply the twenty-first century skills system in classroom education. International Journal of Education, 2(4), 94-123.

Suto, I. (2019). 21st Century Skills: Ancient, Ubiquitous, Enigmatic Research Matter. Campridge Assessment Puplication, 15(1), 2-14.

Sweet, D. (2018). Strategies California superintendents use to implement 21st century skills. PHD Dissertation, University of Southern California.

Trilling, B., & Fadel, C. (2016). 21st century skills: Learning for life in our times. John Wiley & Sons.‏

Van Laar, E. (2017). The Relation Between 21st Century Skills and Digital Skills: Asystematic Literature Review. Computers in Human Behavior, 72, 577-588.