نوع المستند : المقالة الأصلية
المؤلفون
باحثة دكتوراه، مناهج وطرق تدريس العلوم، قسم المناهج، كلية التربية. جامعة الملك سعود، المملكة العربية السعودية
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The aim of this study is to explore the impact of Professional Development Program Based on Blended Learning on Self-efficacy of Female Chemistry Teachers. . In order to achieve the study objectives, the researchers used a mixed method approach with a concurrent design The study sample consisted of a purposive sample of 28 chemistry teachers who participated in the program at the Educational Training Department in Al-Kharj Governorate during the third semester of the academic year 1444 AH.
The researchers designed the study tool: : a self-efficacy questionnaire, which included three axes: cognitive competence15, emotional competence15, and teaching competence15 and a focus group interview card.
The study reached several results: there were statistically significant differences at the level of significance (α ≤ 0,05) between the average teacher responses in the pre-application and the post-application of the self-efficacy questionnaire in favor of the post-application. The program had an impact on developing the self-efficacy of teachers in all fields, and the qualitative data was consistent with the quantitative data.
Finally, the researcher presented recommendations and proposals for future studies.
الكلمات الرئيسية [English]
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