Training Needs of Science Teachers to Compete in the International Labor Market

Document Type : Original Article

Author

Curriculum and Instruction Department- Faculty of Education - Al-Azhar University.

Abstract

   The aim of this research is to determine the training needs necessary for science teachers to compete in the international labor market through surveying the opinions of experts and specialists in the field. To meet such an end, the descriptive method was used in order to design a training needs questionnaire administered to a sample of instructors of curriculum and methods of teaching science, as well as a sample of science teachers to identify the most important training needs of science teachers, which can be used in developing training programs, as well as a list of the training needs. Science teachers' training needs were summarized in three main skills: professional and digital skills, higher-order thinking skills, and effective communication skills with oneself and with others. Under each main skill, there is a group of associated sub-skills fall. The study recommended making use of the list in the Science teachers’ preparation and training programs for undergraduates and in-service teachers.

Keywords


Al-Ahmad, Khaled Taha. (2005). Teacher formation from preparation to training, University Book House, United Arab Emirates.
Al-Baltan, Ibrahim bin Abdullah. (2016). The training needs of science teachers in the field of employing alternative assessment methods and tools, Journal of the Faculty of Education, Menoufia University, 31 (1), 115-161.
Al-Dosari, Rashid Hammad. (2009). Teacher evaluation, new approaches and modern methods, Dar Kiwan, Damascus.
Al-Ruwais, Aziza Saad. (2019). Enhancing the role of school curricula in bridging the gap between the outputs of higher education and the requirements of the labor market in light of the Kingdom's Vision 2030. Journal of the College of Education, 19 (1), 439-472.
Zahran, Iman Hamdi. (2016). Developing in-service training programs for private basic education teachers in light of their training needs, Journal of the College of Education, Al-Azhar University, (171), 125-185.
 
 
Al-Shahrani, Nahaa Fayez. (2020). The effectiveness of the flipped learning strategy in teaching physics to develop twenty-first century skills among second year secondary school students, Journal of Scientific Research in Education, 1 (21), 250-283.
Sidqi, Sariya Abd al-Razzaq, and Hassan, Dina Adel. (2009). The Role of Twenty-First Century Skills as an Effective Strategy in Creating Job Opportunities The Fourth Annual Scientific Conference - The Fourth Arab - The First International: Academic Accreditation of Quality Higher Education Institutions and Programs in Egypt and the Arab World - Reality and Aspiration, Vol. 510 - 542.
Abdul Majeed, Asma Mohamed Hassan. (2017). Science and mathematics teacher in language schools and international schools: Reality and proposed perception The third international conference: The future of teacher preparation and development in the Arab world, Volume 4, Giza: October 6 University - College of Education, the Association of Arab Educators and the Professional Academy for Teachers,            831-855.
Al-Otaibi, Abdullah bin Hasher. (2022). The necessary training needs in the light of sustainable professional development and the knowledge economy from the point of view of science teachers at the secondary level in the city of Dawadmi, Arab Journal of Arts and Human Studies, (24), 271-302.
Al-Fuwaihi, Hazza bin Abdul-Karim. (2021). The training needs of science teachers in light of the knowledge economy from the point of view of science teachers and supervisors in Al-Jouf Region, Journal of the Faculty of Education, Menoufia University, 36 (4), 271-300.
Qishta, Haitham Muhammad. (2012). An analytical study of the training programs of the Professional Academy for Teachers in Egypt in light of the training needs of teachers, (unpublished master's thesis), Faculty of Soil, Tanta University.
Klebi, Rasha Bint Abdullah Bin Mohammed. (2021). Using the Delphi method in building a proposed list of digital competencies required for science teachers in light of the shift towards digital education. The Arabian Gulf Message, 42 (161), 37-56.
Mina, Fayez Murad. (2003). Issues in Education Curricula, Anglo Egyptian Bookshop, Cairo.
المراجع الأجنبية:
Assaad, R., Krafft, C., & Salehi-Isfahani, D. (2018). Does the type of higher             education affect labor market outcomes? Evidence from Egypt and             Jordan. Higher Education75(6), 945-995.‏
Astuti, A. P., Aziz, A., Sumarti, S. S., & Bharati, D. A. L. (2019). Preparing          21st             century teachers: implementation of 4C character’s pre-service teacher through teaching practice. Journal of Physics: Conference Series, 1233(1), 012109. https://doi.org/10.1088/1742-6596/ 1233/1/012109
Corominas, E., Saurina, C., & Villar, E. (2010). The Match between university education and graduate labour market outcomes (Education-Job match). An analysis of three graduate cohorts in Catalonia. Studies on Higher Education and Graduate Employment,   Girona University.‏
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and             competencies in primary education. International Journal of             Instruction11(3), 1-16.‏ ‏
Corominas, E., Saurina, C., & Villar, E. (2010). The Match between university             education and graduate labour market outcomes (Education-Job match). An analysis of three graduate cohorts in Catalonia. Studies on Higher Education and Graduate Employment, Girona University.‏
Lonka, K., & Cho, V. (2015). Innovative schools: Teaching & learning in the digital era‏ - Work- shop Documentation. [Available online]. Retrieved From: https://www.europarl.europa.eu/RegData/etudes/STUD/2015/563389/IPOL_STU(2015)563389_EN.pdf
NRC (National Research Council). (2012). Education for Life and Work:   Developing Transferable Knowledge and Skills in the 21st Century.       Washington, DC: The National Academies Press.  https://doi.org/10.17226/13398
Pitan, O. S. (2015). An assessment of generic skills demand in five sectors of        the Nigerian labor market. Public and Municipal Finance4(1), 28-36.
 
 
P21 (The Partnership for 21st Century Skills). (2019). Framework for 21st             Century Learning Definitions. Retrieved from:
Shidiq, A. S., & Yamtinah, S. (2019). Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills. Journal of Physics: Conference Series, 1157(4).
            https://doi.org/10.1088/1742-6596/1157/4/042014
Turhan, G. M., & Demirci, I. A. (2021). What Are the 21st-Century Skills for Pre-Service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-Skills and Education      Curricula. Journal of Educational Issues7(1), 92-112.‏
Yue, X. (2019). Exploring effective methods of teacher professional development in university for 21st century education. International Journal of       Innovation Education and Research7(5), 248-257.‏