000			02958cam a2200337 a 4500
003			EG-GiCUC
005			20250223032912.0
008			220113s2021 ua d f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aPh.D
099			_aCai01.23.01.Ph.D.2021.Se.P
100	0		_aSelim Shawky Elsayed Tealib
245	1	2	_aA proposed professional development program based on blended learning to develop secondary stage teachers of English competencies and its effect on their students' achievement / _cSelim Shawky Elsayed Tealib ; Supervised Awatef Ali Sheir , Marwa Mohamed Elmohamdy
246	1	5	_aبرنامج فى التنمية المهنية مقترح قائم على التعلم المدمج لتنمية جدارات معلمى اللغة الإنجليزية بالمرحلة الثانوية وأثره فى تحصيل طلابهم
260			_aCairo : _bSelim Shawky Elsayed Tealib , _c2021
300			_a187 P . : _bcharts ; _c25cm
502			_aThesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum & Methods of Education
520			_aThe purpose of the present study was to investigate the effect of a blended learning training program on developing the EFL teachers' professional performance in the light of 21st century competencies for the Secondary stage. To fulfill the purpose of the study, a quasiexperimental study was conducted including two random samples, each consists of (60) EFL in-service teachers in four Secondary schools in Giza Governorate. Instruments included; a Need Analysis survey, an EFL 21st century competencies Questionnaire, a preand post-test on competencies, and a Rubric and an observation checklist to assess the delayed effect of the program. The blended learning program was administered for about (20) hours. The findings of the study revealed the significant difference between the preand post- administrations of the teacher's competency observation checklist in favour of the post administration. Results also revealed that the proposed blended learning training program had a significant impact on developing the EFL teachers' competencies related to their (Professional Knowledge, Professional Skills, Attitudes and Values). The observation showed that the training had a delayed effect on the participants and their students. The study recommended using blended learning to develop EFL teachers' professional and pedagogical competencies in the light of 21st Century Skills in different educational stages
530			_aIssued also as CD
653		4	_aBlended learning
653		4	_aProfessional development
653		4	_aTeacher's competencies
700	0		_aAwatef Ali Sheir , _eSupervisor
700	0		_aMarwa Mohamed Elmohamdy , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aAmira _eCataloger
905			_aNazla _eRevisor
942			_2ddc _cTH
999			_c83958 _d83958