This study aimed to investigate the effectiveness of a training program based on constructivist theory in improving the pedagogical competencies of female digital skills teachers. To achieve this aim, a quasi-experimental approach was employed with a sample of 20 female digital skills teachers. A pedagogical competency test was developed, and its validity and reliability were established. The findings revealed statistically significant differences at the significance level of α ≤ 0.05 between the mean post-test scores of the experimental and control groups in the dimension of subject-matter knowledge, attributable to the training program. Statistically significant differences were also found between the two groups’ mean post-test scores in the dimension of knowledge of students’ characteristics and educational needs, attributable to the training program. Finally, the results indicated statistically significant differences between the two groups’ mean post-test scores in the dimension of pedagogical knowledge, attributable to the training program. The study offered several recommendations, most notably incorporating constructivist theory-based training programs into teachers’ professional development across different disciplines because of their role in improving knowledge of instructional content, students’ characteristics and educational needs, and teaching principles and strategies. It also recommended providing specialized training programs in teaching methods and strategies, with particular emphasis on training teachers to select the most appropriate instructional strategy according to the nature and characteristics of their students.
This study aimed to investigate the effectiveness of a professional development training program in enhancing teachers’ skills in designing virtual learning environments in the Ramtha District Education Directorate, Jordan. To achieve the objectives of the study, a test measuring virtual learning environment design skills was developed. The test consisted of 30 multiple-choice items, each with four alternatives, and its validity and reliability were verified using appropriate procedures. The study was applied to teachers at Al-Khansa Mixed Basic School, affiliated with the Ramtha District Education Directorate in Irbid Governorate, Jordan. The school was selected purposively because the researcher works as an assistant principal there. The participants were selected from teachers who agreed to participate in the training program after providing written consent and committing to its requirements. The study employed a quasi-experimental one-group pretest-posttest design, with an experimental group consisting of 15 female teachers. The findings revealed a statistically significant difference between the pretest and posttest scores on the virtual learning environment design skills test in favor of the posttest. This indicates the effectiveness of the professional development training program in enhancing teachers’ skills in designing virtual learning environments. The study recommended adopting similar school-based professional development programs to equip teachers with the necessary skills for designing and implementing virtual educational environments.
این مطالعه با هدف بررسی اثربخشی یک برنامه آموزش توسعه حرفه‌ای در ارتقای مهارت‌های معلمان در طراحی محیط‌های یادگیری مجازی در اداره آموزش و پرورش منطقه رمثا، اردن انجام شد. به منظور دستیابی به اهداف پژوهش، آزمونی برای سنجش مهارت‌های طراحی محیط یادگیری مجازی تدوین گردید. این آزمون شامل ۳۰ سؤال چهارگزینه‌ای بود و روایی و پایایی آن با استفاده از روش‌های مناسب تأیید شد. این پژوهش بر روی معلمان مدرسه مختلط ابتدایی خنساء، وابسته به اداره آموزش و پرورش منطقه رمثا در استان اربد، اردن اجرا شد. این مدرسه به صورت هدفمند انتخاب شد زیرا پژوهشگر به عنوان معاون آموزشی در آنجا فعالیت می‌کند. شرکت‌کنندگان از میان معلمانی انتخاب شدند که پس از ارائه رضایت‌نامه کتبی و تعهد به الزامات برنامه، موافقت خود را برای شرکت در برنامه آموزشی اعلام کردند. این پژوهش از طرح شبه‌آزمایشی یک‌گروهی با پیش‌آزمون و پس‌آزمون استفاده کرد و گروه آزمایشی شامل ۱۵ معلم زن بود. یافته‌ها تفاوت معنادار آماری بین نمرات پیش‌آزمون و پس‌آزمون آزمون مهارت‌های طراحی محیط یادگیری مجازی را به نفع پس‌آزمون نشان داد. این امر بیانگر اثربخشی برنامه آموزش توسعه حرفه‌ای در ارتقای مهارت‌های معلمان در طراحی محیط‌های یادگیری مجازی است. پژوهش توصیه کرد که برنامه‌های توسعه حرفه‌ای مدرسه‌محور مشابه برای تجهیز معلمان به مهارت‌های لازم جهت طراحی و اجرای محیط‌های آموزشی مجازی مورد استفاده قرار گیرد.
