The role of learning Communities Professionals in developing Professional Competence Vocational education teachers in Jordan

Authors

DOI:

https://doi.org/10.26507/rei.v20n39.1291

Keywords:

Professional Learning Communities, Professional Competence Teachers of vocational education, professional development, vocational training, vocational rehabilitation

Abstract

The study aimed to identify The role of learning community professionals in developing professional competence among Teachers of vocational education in Jordan and its relationship to the variables of gender, educational qualification, and number of years of academic experience, The descriptive approach was used, in addition to the use of the questionnaire as a tool for the study, which was applied to (250) male and female teachers of vocational education in Jordan, in the second semester of the academic year (2022/2023); And study has found to The role of professional learning communities in the development of professional competence for vocational education teachers in Jordan. It was average with an arithmetic average of (3.49), The study also found that there were no statistically significant differences due to the variables of gender and the number of years of experience, but it was found that there were statistically significant differences due to the educational qualification variable, which was in favor of postgraduate studies.

References

F. Alshaya, F., “The reality of the professional development of the teacher accompanying the project for the development of mathematics and natural sciences in general education in the Kingdom of Saudi Arabia from the point of view of the program providers,” Journal of the Message of Education and Psychology, Saudi Society for Educational and Psychological Sciences, (42), 58-90, 2013.

A. Baabdallah, F. Al-Shaya, “A professional development program based on a proposed teaching model for the development of reflective practices among female physics teachers in the Kingdom of Saudi Arabia,” The Jordanian Journal of Educational Sciences, 15 (3), 325-340, 2019.

J. Haar & K. Foord, Professional learning communities, 1st Edition: Routledge, 2013, 206 pg. https://doi.org/10.4324/9781315854915

M. Leclerc, A. Moreau, C. Dumouchel & F. Sallaafranque, “Factors that promote Progression in Schools Functioning as a Professional Learning Community”, International Journal of Education Policy & Leadership, 7(7), 1-14, 2012. https://doi.org/10.22230/ijepl.2012v7n7a417

C. Blitz, “Can online Learning Communities achieve the goals of traditional Professional Learning Communities? What the Literature says. Regional Educational Laboratory mid-Atlantic. (ERIC NO.ED544210”), 2023, 37 pg.

A. Al-Shahrani, “A proposed vision to establish a national center for the professional development of teachers in the Kingdom of Saudi Arabia in the light of the philosophy of continuing education”, Journal of the Faculty of Education, Ain Shams University, (35), 147-189, 2011.

M. Al-Daghim, “Professional competence and its relationship to the level of ambition and fear of negative evaluation among female students who succeed or fail academically”, Journal of the Faculty of Education, Al-Azhar University, 162 (3), 413-435, 2015.

B. Al-Otaibi, B. “The role of learning communities in developing the professional competence of female chemistry teachers in Riyadh”, Journal of the Faculty of Education, Assiut University, 38 (10), 253-272, 2022. https://doi.org/10.21608/mfes.2022.275536

S. T. Abu Alrub, A. Alzoabi and T. Jawarneh “The Effectiveness of a Training Program in Improving Mathematics Teachers' Professional Efficacy in Including Students with Learning Disabilities in Mainstream Classrooms”, Disabilities in Mainstream Classrooms. Dirasat: 47(4), 207–221, 2020. https://dsr.ju.edu.jo/djournals/index.php/Edu/article/view/2452

H. Al-Mutairi, The reality of professional learning societies for science teachers and the requirements for their application at the secondary level in the Qassim region [unpublished master's thesis], Al Qussaim University, 2018.

R. Alotaibi, and E. Alrwaythi, “Effectiveness of TIMSS Requirements-based professional learning community in developing pedagogical content knowledge among science teachers”, Journal of Educational and Social Research, 10(2), 24-40, 2020. https://doi.org/10.36941/jesr-2020-0024

I. Al-Ruwaithi and T. Al-Rawsa, “Evaluating the performance of science teachers in teaching the science curriculum for the first intermediate grade according to suggested standards for teaching”, The Letter of Education and Psychology, 42, 93-116, 2012.

G. Peppers, “Teachers' Perceptions and Implementation of P Learning Communities in a Large Suburban High School”, Nat Education Journal, 8(1), 25-31, 2015.

A. Prett, Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study, [Doctoral dissertation], Liberty University, US, Available at Poquest, 2014, http://search.Proquest.com.

B. Lalor and L. Abawi, “Professional Learning Communities Enhancing Teacher Experiences in International Schools”, International Journal of Pedagogies and Learning, 9(1), 76–86, 2014. https://doi.org/10.1080/18334105.2014.11082021

I. Najla and H. Ali, “The effectiveness of a proposed training program in light of the standard levels of education quality to develop the professional competence of science teachers in basic education”, Egyptian Journal of Education, 14(3), 51-110, 2011.

A. Al-Juhani and A. Al-Fahd, “The reality of online professional learning communities for female biology teachers in the city of Riyadh,” [Working Paper Introduction], The first conference of the Saudi Scientific Society for Teachers, Jasm, King Khalid University, December 4-5, 2019.

M. Hajjaj, The effectiveness of a training program to develop the professional competence of science teachers to face the learning difficulties of primary school students [unpublished master's thesis], Ain-Shams University, 2014.

S. Dogan, R. Pringle, and J. Mesa, “The impacts of professional learning communities on science teachers' knowledge, practice, and student learning: A review”, Professional Development in Education, 42(4), 569-588, 2016. https://doi.org/10.1080/19415257.2015.1065899

F. Al-Dosari, The reality of the reflective practices of secondary school biology teachers from their point of view [unpublished master's thesis], Imam Abdulrahman bin Faisal University, 2019.

M. Rashid, “Standards for the quality of teaching performance of science teachers in general education in light of the dimensions of learning,” paper presented at the nineteenth scientific conference “Development of educational curricula in the light of quality standards", Cairo, 622-667, 2007.

S. Al-Sunaidi, Building a teaching model based on reflective practices and measuring its effectiveness in developing the performance of teachers of natural sciences in the primary stage [unpublished doctoral thesis], Imam Muhammad Bin Saud Islamic University, 2017.

K. Al-Adwani and A. Al-Ashwal, “Professional competencies for the teacher,” publications of the Ministry of Education, Yemen, 2012.

N. Al-Qarrni, Evaluation of the teaching performance of science teachers at the secondary level in the Kingdom of Saudi Arabia from the point of view of students and their parents, Unpublished doctoral dissertation, Mutah University, Jordan, 2005.

How to Cite

Al-Momani, M. (2025). The role of learning Communities Professionals in developing Professional Competence Vocational education teachers in Jordan. Revista Digital educación En Ingeniería, 20(39), 1–8. https://doi.org/10.26507/rei.v20n39.1291

Downloads

Download data is not yet available.

Published

2025-04-01

Altmetric

Article metrics
Abstract views
Galley vies
PDF Views
HTML views
Other views
Crossref Cited-by logo
Scan to share
QR code to open and share this publication

Some similar items: