جودة تدريب المعلمين من وجهة نظر المشرفين التربويين ومديري المدارس في وزارة التربية والتعليم في فلسطين (دراسة نوعية)

قائمة المصادر والمراجع

أولاً: المصادر والمراجع العربية

الأنصاري، سامر. (2019). إعداد المعلم وتطوره مهنياً في ضوء بعض الخبرات العالمية. المجلة العربية للنشر العلمي، 14(1)، 233–255. www.ajsp.net

الحربي، حنان. (2020). فعالية برامج تدريب المعلمين القائمة على تكنولوجيا التعليم والوسائط المتعددة في تحقيق إدارة الجودة الشاملة في التعليم من وجهة نظر المعلمين في دولة الكويت. مجلة كلية التربية في العلوم التربوية، 44(4)، 259–306. http://search.mandumah.com/Record/1117359

الدهشان، جمال، ومحمود، هناء. (2021). رؤية مقترحة لتطوير برامج التنمية المهنية للمعلمين في ضوء متطلبات الثورة الصناعية الرابعة. المجلة العلمية لكلية التربية جامعة أسيوط، 37(11)، 1–136.

زامل، مجدي. (2021). درجة إسهامات البرنامج التدريبي لمعلمي الصفوف من 1-4 أثناء الخدمة في تطورهم المهني. مجلة جامعة القدس المفتوحة للأبحاث والدراسات التربوية والنفسية، 12(33)، 180-195. https://doi.org/10.33977/1182-012-033-014

غديري، داود، وسردوك، فاتح، ومعزوزي، منيرة. (2021). إدارة المعرفة كمدخل لضمان الجودة والاعتماد الأكاديمي في مؤسسات التعليم العالي مقاربة نظرية واستعراض لبعض التجارب العالمية. مجلة البحوث والدراسات التجارية، 05(01)، 10–34.

كوكش، أحمد. (2021). تقويم برنامج تدريب المعلمين على مبحث التربية الاجتماعية والوطنية المطوّر للمرحلة الأساسية في مديرية تربية لواء الجامعة. مجلة العلوم التربوية والنفسية، 4(1)، 33–52. https://doi.org/10.26389/ajsrp.a310319

المزيرعي، ندى. (2022). الاحتياجات التدريبية الخاصة بمهارات التدريس الإلكتروني لدى معلمات التربية الفنية بالمرحلتين الابتدائية والمتوسطة بالمملكة العربية السعودية. المجلة الدولية للدراسات التربوية والنفسية، 11(1). 60–79 https://doi.org/10.31559/eps2022.11.1 .4

المعهد الوطني للتدريب التربوي. (2021) المجمع التدريبي الثامن: المعرفة التكنولوجية البيداغوجية في المحتوى، وزارة التربية والتعليم، فلسطين، (د.ط).

مركز التدريب والتطوير التربوي. (2016). ‫سياسات‬ ‫وإجراءات‬ ‫‫ضمان جودة التدريب‬. وزارة التربية والتعليم العالي، الدوحة، دولة قطر، (د.ط).

هلال، فاطمة. (2019). تطوير برامج تدريب المعلمين في مصر في ضوء متطلبات إدارة المعرفة. مجلة كلية التربية جامعة بني سويف، 2(1)، 94–112.

ثانياً: المصادر والمراجع العربية مترجمة إلى اللغة الإنجليزية:

Al-Ansari, Samer. (2019). Teacher Preparation and Professional Development in Light of

Some International Experiences. (In Arabic), Arab Journal for Scientific Publishing, 14(1), 233–255. www.ajsp.net

Al-Harbi, Hanan. (2020). The Effectiveness of Teacher Training Programs Based on Educational Technology and Multimedia in Achieving Total Quality Management in Education from Teachers' Viewpoints in Kuwait. (In Arabic), Journal of Education College, Ain Shams University, 44(4), 259-306.http://search.mandumah.com/Record/11

Dahshan, Jamal. & Mahmoud, Hanaa. (2021). A

Proposed Vision for Developing Professional Development Programs for Teachers in Light of the Requirements of the Fourth Industrial Revolution. (In Arabic), Scientific Journal of Education Faculty, Assiut University, 37 (11). 1-136.

Zamel, Majdi. (2021). The Degree of Contributions

of Training Program for In-Service Teachers of Grades (1-4) to their Professional Development. (In Arabic), Al-Quds Open University Journal of Educational and Psychological Research and Studies, 12(33), 180-195. https://doi.org/10.33977/1182-012-033-014

Ghadiri, Dawoud., Sardouk, Fateh. and Mazouzi,

Muneera. (2021). Knowledge Management as an Entry Point for Quality Assurance and Academic Accreditation in Higher Education Institutions: A Theoretical Approach and A Review of Some Global Experiences. (In Arabic), Journal of Research and Commercial Studies, 5(01), 10-34.

Kokash, Ahmad. (2020). Evaluation of Teachers Training Program on the Developed Social and National Education Subject for Basic Level in Aljama'a District Education Directorate. (In Arabic), Journal of Educational and Psychological Sciences, 4(1), 33-52. https://doi.org/10.26389/ajsrp.a310319

Al-Muzairi, Nada. (2022). Training Needs for E-Teaching Skills of Art Education Teachers at Primary and Intermediate Levels in the Kingdom of Saudi Arabia. (In Arabic), International Journal of Educational and Psychological Studies. 11(1), 59-79. https://doi.org/10.31559/eps2022.11.1

National Institute for Educational Training.

(2021). Training Plan at the National Institute for Educational Training. (In Arabic), Ministry of Education, Palestine.

Training and Educational Development Center.

(2016). Training Quality Assurance Policies and Procedures. (In Arabic), Ministry of Education and Higher Education, State of Qatar.https://doi.org/10.29333/iji.2019.12117a

Hilal, Fatemah. (2019). Developing Teacher

Training Programs in Egypt in Light of Knowledge Management Requirements. (In Arabic), Journal of Education College, Bani Swaif University, January issue, Part 2, 94-112

ثالثاً: المصادر والمراجع الأجنبية:

Alemu, G., Stevens, B., Ross, P., & Chandler, J. (2015). The Use of a Constructivist Grounded Theory Method to Explore the Role of Socially-Constructed Metadata (Web 2.0) Approaches. Qualitative and Quantitative Methods in Libraries (QQML), 4(1), 517–540. https://doi.org/10.2014/Accepted

Allela, M., Ogange, B., Junaid, M., & Charles, P. (2020). Effectiveness of Multimodal Microlearning for In-Service Teacher Training. Journal of Multimodal Microlearning for In-Service Teacher Training, 7(3), 384–398.

Altunay, E. (2016). The Effect of Training with TQM on the Perceptions of Teachers about the Quality of Schools. Universal Journal of Educational Research, 4(9), 2126–2133. https://doi.org/10.13189/ujer.2016.040925

Andell, S. (2022). Outside the Prepared Environment: How Montessori Teacher Training Fluences Practitioner Attitudes to Technology. William Howard Taft University.

Creamer, E. G. (2022). Advancing Grounded Theory with Mixed Methods-A Preview (Vol. 1).https://www.researchgate.net/publication/355887777

García, J., García-Carmona, M., Torres, J., & Moya-Fernández, P. (2022). Teacher Training for Educational Change: The View of International Experts. Contemporary Educational Technology, 14(1), 1–20. https://doi.org/10.30935/cedtech/11367

Gencel, I., Erdogan, M., Kolb, A., & Kolb, D. (2021). Rubric for Experiential Training. International Journal of Progressive Education, 17(4), 188–211. https://doi.org/10.29329/ijpe.2021.366.12

Gupta, A., & Lee, G. (2022). Making a Difference Through Sustained In-Service Teacher Training. International Education Studies, 15(1), 148. https://doi.org/10.5539/ies.v15n1p148

Işık, K., & Sezgin, F. (2020). Opinions of Educational Administration Academicians on the Future of the Teacher Training System in Turkey. Kuram ve Uygulamada Eğitim Yönetimi, 26(4), 865–904. https://doi.org/10.14527/kuey.2020.019

Jafar, M., Yaakob, M., Mustapha, R., Aziz, M., Yusof, M., & Awang, H. (2021). Quality of mentoring of mentor teachers: Perspective of the trainee teachers. International Journal of Evaluation and Research in Education, 10(2), 632–640. https://doi.org/10.11591/ijere.v10i2.21035

Junaidin, Sugiyono, Suryono, Y., & Komalasari. (2022). Teacher s achievement in curriculum 2013 training: A hierarchical linear model. International Journal of Instruction, 15(1), 891–910. https://doi.org/10.29333/iji.2022.15151a

Khodyreva, E. A., Kalimullin, A. M., Zheltukhina, M. R., & Chizh, N. V. (2021). Transformation of the Assessment of the Quality of Educational Activities and Training of Future Science Teachers in the Context of the Pandemic. Eurasia Journal of Mathematics, Science and Technology Education, 17(10), 1–12. https://doi.org/10.29333/ejmste/11180

Modise, M. (2019). Pedagogical Leadership in Early Childhood Development: A Means for Quality Practices through Professional Training. Glocal Education in Practice:Teaching, Researching, and Citizenship, 17(1), 117–123.

Navarro-Montaño, M., López-Martínez, A., & Rodríguez-Gallego, M. (2021). Research on quality indicators to guide teacher training to promote an inclusive educational model. Revista Electronica Educare, 25(1), 1–18. https://doi.org/10.15359/ree.25-1.10

Pinto-Santos, A., Pérez Garcias, A., & Darder Mesquida, A. (2022). Development of teaching digital competence in initial teacher training: A systematic review. World Journal on Educational Technology: Current Issues, 14(1), 1–15. https://doi.org/10.18844/wjet.v14i1.6250

Rais, S., Rubini, B., & Herfina. (2022). Increasing Teacher Creativity through Strengthening Transformational Leadership, Teamwork, and Work Engagement. Pegem Journal of Education and Instruction, 12(1), 232–241. https://doi.org/10.47750/pegegog.12.01.24

Rowe, S., Riggio, M., De Amicis, R., & Rowe, S. (2020). Teacher perceptions of training and pedagogical value of cross-reality and sensor data from smart buildings. Education Sciences, 10(9), 1–18. https://doi.org/10.3390/educsci10090234

Sato, H. (2019). Using grounded theory approach in management research. Annals of Business Administrative Science, 18(2), 65–74. https://doi.org/10.7880/abas.0190326a

Şenol, H. (2022). Preparing highly qualified pre-school teacher candidates in the light of total quality management. International Journal of Curriculum and Instruction, 14(1), 728–750.

Shannak, R., & Aldhmour, F. (2009). Grounded Theory as a Methodology for Theory Generation in Information Systems Research. European Journal of Economics, Finance and Administrative Sciences, 15, 32–0.http://www.eurojournals.com/EJEFAS

Suksawas, W., & Yiemkuntitavorn, S. (2021). Investigation of Teacher Support and Teacher Training During the COVID-19 Pandemic: Tools and Skills Moving the Classroom Forward. English Language Teaching, 15(1), 118. https://doi.org/10.5539/elt.v15n1p118

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Villar, L., Herrero, L., & Álvarez-López, G. (2022). UNESCO Strategy and Digital Policies for Teacher Training: The Deconstruction of Innovation in Spain. Journal of New Approaches in Educational Research, 11(1), 15–30. https://doi.org/10.7821/NAER.2022.1.812