A proposed strategy for preparing social studies teachers in accordance with modern global trends to reject extremism and develop a culture of dialogue.

 
   The study aimed to identify the proposed strategy for preparing a social studies teacher in accordance with modern global trends to reject extremism and develop a culture of dialogue. To achieve this goal, the researcher used the descriptive (desk) approach, where reference was made to many educational literature and previous studies that dealt with the main aspects of the study, which are: monitoring Contemporary challenges for social studies teachers, reviewing the most important recent global trends in social studies teacher preparation systems, and highlighting aspects of criticism directed at social studies teacher preparation programs. The study reached the conclusion that there are two types of teacher preparation programs, namely sequential and integrative, in light of the separate subject curriculum, which was implemented in all teacher preparation institutions in the Kingdom of Saudi Arabia alike, which led the researcher to present a proposed strategy for preparing social studies teachers and developing them professionally in light of Modern global trends. The study recommends that teacher preparation institutions consider the possibility of adopting this proposed strategy, the most prominent features of which are: adopting modern global educational trends in colleges of education, such as the direction of competencies, skills, systems and their analysis, control of mental activity, the approach to science, technology and society, self-learning, and distance education. With diversification in preparation systems and study paths according to the capabilities available to each college and in accordance with quality standards and demands of the local environment, conducting comprehensive periodic studies to review the reality of teacher preparation programs, and adopting an integrated strategy to develop social studies teacher preparation, aiming to deepen the teacher’s knowledge and give him the ability to produce it.