The Quality of Teachers› Training from Educational Supervisors and School Principals Viewpoints at the Ministry of Education in Palestine (A Qualitative Study)
DOI:
https://doi.org/10.33977/1182-014-041-010Keywords:
Quality, teacher’s training, Ministry of EducationAbstract
The current paper aimed at studying the quality of teachers’ training from educational supervisors’ and school principals’ viewpoints at the Ministry of Education in Palestine. The researchers followed the qualitative approach based on Grounded Theory to analyze the dimensions of teachers’ training quality. The researchers ensured the validity and reliability of the qualitative study instrument, examined objective analysis and data coding for results of semi- structure interviews within focus groups of respondents as experts, in order to suggest an educational theory of teachers training dimensions quality, and propose a model of teachers training quality. The results showed that the qualitative interviews produced eight dimensions of teacher training quality in Palestine which are: Trainers, trainees (teachers) , planning and training objectives, training evaluation and measurement, training environment, e- training, content (training material) , and management training.
References
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
Timonen, V., Foley, G., & Conlon, C. (2018). Challenges when using grounded theory: A pragmatic introduction to doing GT research. International Journal of Qualitative Methods, 17(1), 1–10. https://doi.org/10.1177/1609406918758086
Ulubey, Ö., & BAŞARAN, S. (2019). Evaluation of 2018 initial teacher training programs. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 9(2), 263–300. https://doi.org/10.31704/ijocis.2019.012
Urquhart, C. (2012). Grounded Theory for Quantitative Research: A Practical Guide.
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
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Al-Quds Open University for Educational & Psychological Research & Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The editorial board confirms its commitment to the intellectual property rights
- Researchers also have to commit to the intellectual property rights.
- The research copyrights and publication are owned by the Journal once the researcher is notified about the approval of the paper. The scientific materials published or approved for publishing in the Journal should not be republished unless a written acknowledgment is obtained by the Deanship of Scientific Research.
- Research papers should not be published or republished unless a written acknowledgement is obtained from the Deanship of Scientific Research.
- The researcher has the right to accredit the research to himself, and to place his name on all the copies, editions and volumes published.
- The author has the right to request the accreditation of the published papers to himself.
2.png)
_2.png)
