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首页> 外文期刊>Journal of Education and Practice >The Reality of Professional Development of Mathematics and Science Teachers at Elementary Schools in Najran, Saudi Arabia
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The Reality of Professional Development of Mathematics and Science Teachers at Elementary Schools in Najran, Saudi Arabia

机译：沙特阿拉伯纳克兰小学数学与科学教师专业发展现实

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This study aimed to identify the practice extent of mathematics and science teachers of professional development activities, its sources and obstacles at elementary schools in Najran, and its relationship with specialty, gender, number of training courses. To achieve the study aims, the research questionnaire was prepared and consisted of (70) items distributed to three fields related to the activities, sources, and obstacles of the professional development in curriculum developed of the American McGraw Hill Education. Validity of the questionnaire was asserted by submitting it to a number of specialist arbitrators. Reliability was also verified and Cronbach Alpha correlation coefficient was (0.97). The study sample consisted of (201) teachers among which (103) mathematics teachers and (98) science teachers who were all teaching the developed mathematics and science curricula at the elementary schools in Najran during the academic year 2014/2015. Findings showed that the practice level of teachers’ practice degree of professional development activities was moderate. The sources of which they receive professional development programs and obstacles they face were moderate, too. Results indicated that there were no statistically significant differences due to specialization and training courses, while there were significant differences (α=0.01) among teachers with regard to the practice degree of professional development activities and the number of training courses due to gender in favor of females. The study recommended paying attention to the programs of teachers’ professional development and their participation to meet their needs and requirements to attend conferences, seminars, workshops at the universities. Keywords: Curriculum development, Mathematics and science education, Najran University, teachers’ professional development.
机译：本研究旨在确定Najran小学的数学和科学教师的实践程度，其群体中小学的资源和障碍及其与专业，性别，培训课程数量的关系。为实现研究旨在，研究问卷制定，并由分发给与美国麦克风山教育的课程中专业发展的活动，来源和障碍有关的三个领域的第（70）件物品。通过将其提交给许多专家仲裁员来证明调查问卷的有效性。还验证了可靠性，并且Cronbachα相关系数是（0.97）。该研究样本由（201）名教师组成，其中（103）数学教师和（98）科学教师，他们在2014/2015年学年学年纳姆兰的小学教学。调查结果表明，教师练习型专业发展活动程度的实践水平适度。他们接受他们所面临的专业发展计划和障碍的来源也适中。结果表明，由于专业化和培训课程没有统计学意义的差异，而教师在专业发展活动的实践程度和由于性别支持的培训课程人数存在显着差异（α= 0.01）女性。该研究建议关注教师专业发展的方案及其参与，以满足他们的需求和要求，参加大学的会议，研讨会，研讨会。关键词：课程开发，数学和科学教育，哈氏大学大学，教师专业发展。

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