أطروحة (دكتواره)-جامعة القاهرة، 2022.

ببليوجرافيا: صفحات. 166-191.

أصبحت عملية التطوير فى الوقت الراهن شاملة، وتتناول مختلف جوانب العملية التعليمية، وذلك في ضوء كونها منظومة متكاملة ؛ لتحقيق تطوير شامل في شتى جوانب العملية التعليمية، وخاصة فيما يتعلق بإعداد معلم التعليم الابتدائي، وتدريبه، وتأهيله، ورفع كفاءته، ومستواه، فالمعلم هو الأساس في العملية التعليمية، والمحور الأساسي في عملية التغيير، والتجديد، والقدرة على إحداث التكامل بين الإمكانيات المتاحة والمناهج المطورة وأساليب التدريس، وتحويلها إلى مواقف تعليمية، وأنماط سلوكية تؤدي إلى تحقيق الأهداف التربوية المنشودة. واحتلال معلم التعليم الابتدائي هذه المكانة المهمة في العملية التعليمية كان الباعث إلى الاهتمام بإعداده في المؤسسات التربوية المختلفة، والعمل على تأهيله من جميع الجوانب العلمية والأكاديمية والممارسات المهنية، بل أيضا تنظيم البرامج التدريبية أثناء الخدمة للتنمية المستمرة المستدامة، وتحسين فاعليته أثناء المواقف التعليمية، ومسايرة الاتجاهات العالمية والتربوية المعاصرة؛ لذلك فإن تدريب معلم التعليم الابتدائي أثناء الخدمة أمر جوهري وأساسي، فهو بلا شك أحد العوامل المهمة في تحقيق السياسات التعليمية الحديثة التي ترسم وتخطط لمواجهة تحديات التنمية الشاملة، في ظل ما يسود المجتمعات من تغيرات علمية وتكنولوجية واجتماعية وسياسية واقتصادية وتربوية. كما أصبح التغيير وعدم الاستقرار من أهم سمات الألفية الثالثة، فالنظام العالمي الجديد يستوجب أن يتصف المعلمون بالديناميكية، وحتى يتم ذلك لابد من التخلص من بعض القوالب القديمة الجامدة التقليدية التي سادت لسنوات طويلة لتتناسب مع التغيرات المعاصرة، فلقد أصبحنا الآن أمام متغيرات هائلة لا ترتبط بالانتقال من قرن إلى قرن، ويمكن القول أن ما نشهده ليس نهاية وبداية قرن أو ألفية فحسب وإنما هو خاتمة وافتتاحية عصر في مسيرة التاريخ يحفظ للثروات البشرية مكانة متميزة لم تصلها من قبل. (۱) وقد أصبح الصراع التقليدي بين الدول منافسة على الأفكار المبتكرة والأداء المبدع وصولا إلى التمييز بين البشر، ولن تصل الثروات البشرية إلى هذه المكانة إذا انفصلت رسالة التعليم عن التغيرات العالمية المتمثلة في جوانب عدة منها الانفجار المعرفي والمعلوماتي، حيث زاد حجم (۱) أسامة محمود فراج ) (۲۰۰۵)، التغيير القيمي لدى المتحرر من الأمية وعلاقته ببعض المتغيرات دراسة حالة على محافظة الجيزة - مجلة البحث التربوي والتنمية، مج ٤. ص ٨. المعلومات المنتجة في العقود الثلاثة الأخيرة عن كل المعلومات المتراكمة، وثورة الاتصالات التي حولت العالم إلى قرية صغيرة يربطها جهاز إليكترونى يصاب بالشلل كل من ينفصل عنه. مشكلة الدراسة وأسئلتها: لم تعد قضية تنمية المعلم والنهوض به قضية ثانوية وبخاصة في عصر التحديات، والتحولات المهمة، وذلك من أجل الارتقاء بمهنة التعليم، ونوعية المعلمين، وذلك من خلال برامج تزودهم بالمعارف التربوية التعليمية، وإكسابهم المهارات المهنية، وذلك استجابة للعديد من العوامل التي من أبرزها الوعي بالتغيرات الحادثة والتكيف معها. لذلك فقد رأى الباحث أنه لابد من الاهتمام بمعلم التعليم الابتدائي والعمل على تنميته مهنياً، وذلك من خلال وضع رؤية مستقبلية لتطوير برامج التنمية المهنية لمعلم التعليم الابتدائي، وذلك حتى يواكب التغيرات المتسارعة التي تحدث حوله ويلائم متطلبات العصر الحديث، ولا يتأتى ذلك إلا من خلال تدريبه من خلال وضع برامج مناسبة لمتطلبات الثورة الصناعية الرابعة فالمعلم هو الأساس في النهوض بالعملية التعليمية. وبدون الاهتمام بالمعلم وتدريبه على أعلى مستوى، والنهوض بمستواه فلا داعي للحديث عن أي تطوير في التعليم، وأن تطوير التعليم يقع على عاتق معلم التعليم الابتدائي الذي لابد للدولة أن توليه كل الاهتمام والتقدير، حتى يبذل كل ما في وسعه لصالح أبنائنا التلاميذ، من هنا تبلورت مشكلة البحث الحالي في وضع رؤية مستقبلية لتطوير برامج التنمية المهنية لمعلم التعليم الابتدائي في ضوء متطلبات الثورة الصناعية الرابعة. وأكدت الدراسات والأدبيات (۱) على مراجعة واقع التعليم الابتدائي، والاهتمام بتحسين وتطوير المعلم على ضوء متطلبات الثورة الصناعية الرابعة وضرورة إعداد وتدريب المعلمين على ضوء هذه المتطلبات. وتحددت مشكلة البحث الحالي في التساؤل الرئيس كيف يمكن وضع الرؤية المستقبلية لتطوير برامج التنمية المهنية لمعلم التعليم الابتدائي في ضوء متطلبات الثورة الصناعية الرابعة؟” ويتفرع من التساؤل الرئيس مجموعة من الأسئلة الفرعية وهي كالتالي: .١ ما مفهوم وأهمية ومبررات وخصائص وأهداف التنمية المهنية لمعلم التعليم الابتدائي؟ (١) لمزيد من التفاصيل يُرجى مراجعة الآتي: عزيزة عبد الله طيب (۲۰۱۹) دور الإدارة المدرسية في تفعيل الشراكة المجتمعية وفقاً لمعايير الجودة الشاملة في مدينة بريدة بالمملكة العربية السعودية، المجلة التربوية، العدد ۱۳۰ ، المملكة العربية السعودية، ص ١٩. عبدالعزيز محمد سويلم (۲۰۱۹) . المعوقات الإدارية التي تواجه مديري المدارس الابتدائية بمدينة حائل وسبل التغلب عليها من وجهة نظرهم، المجلة العربية للعلوم التربوية والنفسية، العدد الحادي عشر، المملكة العربية السعودية، ص٣٤.

The development process is now comprehensive, dealing with various aspects of the educational process, in the light of being an integrated system, to achieve comprehensive development in various aspects of the educational process, especially with regard to the preparation, training, rehabilitation, upgrading and level of the primary education teacher, the teacher is the basis of the educational process, the main focus of the process of change, renewal, and the ability to integrate the possibilities available with developed curricula and teaching methods, and to turn them into educational positions, Behavioural patterns lead to the achievement of the desired educational objectives. The occupation of this important position in the educational process by the primary education teacher was the reason for his preparation in various educational institutions, and work to rehabilitate him from all scientific, academic and professional practices. It is also the organization of in-service training programmes for sustainable continuous development, improved effectiveness during educational situations and in keeping with contemporary global and educational trends!
Change and instability have also become one of the most important features of the third millennium. The new world order requires teachers to be dynamic, and in order to do so, some of the traditional old stereotypes that have prevailed for many years must be eliminated to suit contemporary changes. We are now faced with enormous variables that are not linked to the transition from century to century. It can be said that what we are witnessing is not only the end and beginning of a century or a millennium,
but also the conclusion and opening of an era in the march of history that preserves human wealth. A privilege you’ve never reached before. The traditional conflict between states has become a competition for innovative ideas and creative performance to distinguish between human beings, and human wealth will not reach this status if the message of education is separated from the global changes represented in several aspects, including the cognitive and information explosion, where the volume of information produced in the last three decades has increased from all accumulated information, and the communication revolution that has transformed the world into a small village connected by an electronic device that paralyzes anyone who separates from it
Search problem
The issue of teacher development and advancement is no longer a secondary issue, especially in the era of challenges, and important transformations, in order to improve the profession of education, and the quality of teachers, through programs that provide them with educational knowledge, and give them professional skills, in response to many factors, most notably awareness of the changes occurring and adaptation, so the researcher felt that it is necessary to take care of the teacher of primary education and work on its professional development, By developing a future vision for the development of professional development programs for the teacher of primary education, in order to keep pace with the rapid changes that are taking place around him, and to suit the requirements of the modern era, and this can only be achieved through his training through the development of programs suitable for the requirements of the fourth industrial revolution, the teacher is the basis for promoting the educational process, and without caring about the teacher and training him at the highest level, there is no need to talk about any development in education, And that the development of education falls on the primary education
teacher, who must be given all the attention and appreciation by the state, in order to do everything in his power for the benefit of our children pupils, hence the problem of research crystallized Currently developing a future vision for the development of vocational development programs for the primary education teacher in light of the requirements of the Fourth Industrial Revolution.
Studies and literature, on: reviewing the reality of primary education, and concern for improving and developing teachers in light of the requirements of the Fourth Industrial Revolution, and the need to prepare, and train teachers in the light of these requirements, and with the interest of states in developing the teacher, and the realization that education is the best way
To achieve progress, advancement, and that education is one of the most important necessities at the moment that need us to look for ways, and methods to develop the teacher, in accordance with the requirements of the times.
The problem of the current research was defined in the main question ”How can the future vision for the development of vocational development programs for the primary education teacher be developed in the light of the requirements of the Fourth Industrial Revolution”!
To answer the main question, a series of questions are branched out:
To answer the president’s question, a range of questions are branched out Search questions
The current search answered the following questions:
First: The main question of the research is: ”What is the vision for the future development of vocational development programs for the primary education teacher in light of the requirements of the Fourth Industrial Revolution ”S
A set of sub-questions is derived from this question:
English Search Summary
1- What are the realities of vocational development programmes for the
primary education teacher?
2- What are the requirements of the Fourth Industrial Revolution and how can they be used to develop vocational development programmes for the primary education teacher?
3- What are the global trends in the development of the primary education teacher in light of the requirements of the Fourth Industrial Revolution? 4- What is the future vision for the development of vocational
development programs for the primary education teacher system in light of the requirements of the Fourth Industrial Revolution?
The importance of research:
1- The study may contribute to enriching the theoretical knowledge associated with the subject of professional development For the primary education teacher.
2- The study may reveal the strengths and weaknesses of the professional development of the primary education teacher, helping officials design professional development programs for the primary education teacher in light of the requirements of the Fourth Industrial Revolution.
3- The current research came to identify the methods used in the development of vocational development programs for the teacher of primary education, monitoring, analysis, classification, and utilization of both the ministry and decision makers and decision makers, and the staff of primary schools teachers, and administrators.
4- The study presents a vision for the future that may contribute to the development of the professional development of the primary
education teacher in light of the requirements of the Fourth
Industrial Revolution.
Research methodology and tools:
The researcher should use a method commensurate with the study, in order to follow the steps of this approach to get the results he is looking for, so the researcher used the descriptive approach that is based on describing the phenomenon to reach its causes, and the factors that control it and draw conclusions, to generalize it and this is done by collecting, organizing and analyzing the data, in order to develop the teacher.
Search limits:
1. 1-Objective Limit: Development of vocational development programs for the primary education teacher in light of the requirements of the Fourth Industrial Revolution.
2. Human Limit: The current research was limited to a sample of teachers, and primary school teachers.
3. Spatial limit:: The current research was limited to a sample of primary schools in Giza governorate, where the researcher works as a teacher in the same province.
Search terms
1- Development
Linguistic development: is a source of development, and the development of the industry i.e. modifying it and improving it to the best Development is conventional: is review, planning, and requesting changes in order to get the highest efficiency, effectiveness of the process, configuration element, application, or others. Development is also: setting the right principles, and the right foundations in how to employ information technology.
And invest it scientifically, and practically, to the benefit of the organization in developing institutional performance and improving the quality of the director and product.
The researcher’s procedural definition: it is a purposeful and deliberate work based on scientific, objective study, leading to a change, or development in the composition of the educational institution, relationships, and systems prevailing in the educational community.
2-Professional development
Linguistic development is: a source of development, name development, and when we say he sought to develop his trade i.e. increase in its profits and capital, and economic development i.e. raise the level of production and income Development is a process that continues over the years of service and includes activities, and experiences that enable the teacher to improve his professional competence in teaching students, in leadership, and in qualifying him to face the developments of education, and practical through proper scientific planning, and continuous evaluation, as well as: the process of developing information, trends, knowledge, performance, orientations, and the behavior of the primary school teacher self-in order to improve its effectiveness, and develop its qualitative performance.
The research adopts the following procedural definition: that professional development is: the process through which teachers are trained in all the work assigned to their job, duties, responsibilities, and the development of their different competencies in general, and educational in accordance with what their roles as teachers require, with the need to emphasize the importance of continuing their training on all new innovations of modern technology, and advanced teaching methods in the field of work.
3- Fourth Industrial Revolution
Revolution linguistically: the word revolution is a source of revolt and gathering revolutions, and the revolution is a fundamental change in the political and social conditions carried out by the people in a country, and there is an agricultural, industrial, and civil revolution.... The fourth industrial revolution is the opening of the door to information processing, software construction, the invention of computing machines, intelligence, and the ability of human thought to continue to deal with huge informatics, and other products of smart machines and robots and also it is the revolution that made the world a small village, and of societies knowledge which is
For a revolution that believes that education is truly the one that leads to a good and privileged economy, and that man is the true wealth of any society, and is able to invest, preserve and develop all its other wealth(
Another definition of the industrial revolution is that it integrates a number of technologies into industrial processes, including but not limited to: robotics, artificial intelligence and cloud computing, big data, interconnected data, and 3D printing biotechnology, integrating technology into the human body, and the machine together().
The current research adopts the following procedural definition of the Fourth Industrial Revolution :
All that has been harvested by scientists, governments and individuals to integrate and control both real and virtual systems in both manufacturing and production and control with high degree of accuracy and professionalism through digital technologies, highly capable ai tools, to maximize community productivity, achieve economic growth, increase employment opportunities, increase the quality of the educational process, enhance digital services, increase individual incomes, and enshrine the
values of uniqueness, privacy, self-confidence and competitiveness among individuals, institutions and different community sectors”.
Summary of the results of the research:
1- The most important achievement of professional development in the field of knowledge is the constant renewal of specialized academic knowledge in the primary education teacher, while providing the primary education teacher with modern teaching methods, which reveals to the teacher of primary education the objectives of his teaching phase in which he works.
2- The most important achievement of professional development in the emotional field is to motivate the primary education teacher to innovate, develop positive trends towards the teaching profession of primary education teachers, and enable them to participate in educational decision-making.
3- 3-The most important achievement of professional development in the behavioral field is to provide the primary education teacher with critical thinking skills in teaching, and to provide them with procedural research skills, enabling primary education teachers to analyse the achievement results of pupils.
4- One of the most important obstacles that negatively affect and limit the effectiveness of professional development programs is the synchronization of their implementation times with the actual teaching times of pupils, in addition to the lack of an electronic database that immediately records the development programs received by the primary education teacher, and the absence of a clear strategy to follow up on the performance of the primary education teacher in the field.
5- 5 - One of the most important proposals for the development of the
professional development of the primary education teacher is to activate the role of training and evaluation units within the school, and to apply a system to grant a license to practice the teaching profession to the teacher, and renew it every five years in accordance with the development of the teacher’s performance and commitment to professional growth, taking into account the obligation of primary education teachers to participate in specific annual development activities with training hours
Search recommendations.
In light of the results of the current research, the researcher recommends; Preparing a general plan to investigate the training needs of primary education teachers each period of time, and planning to meet them periodically. The need to involve primary education teachers in the preparation of training programmes and to identify their views in training programmes in terms of training providers, the most appropriate training methods and training materials.
The teaching burden of the primary education teacher must be reduced so that he or she has time for professional development.
The school adopts modern means of communication to mitigate traditional paper correspondence
The need to innovate in developing continuous plans that keep pace with the needs of pupils and teachers according to the culture and customs
of society
The need to pay attention to the development of professional and specialized qualifications for primary education teachers
The need to equip primary education classes with modern educational means to facilitate the educational process.
Training courses for primary education teachers should be held in light of the requirements of the Fourth Industrial Revolution as well as training them in supervision and guidance for primary education teachers.
Using modern methods to manage primary schools away from

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النص بالعربية والملخص بالإنجليزية.