نسخة pdf - جا٠عة القدس ال٠فتوحة

Journal of Al-Quds Open University for Research and Studies - No. 26 (2) - January 2012
and instruction, and self- development can be due to the small sample of the
supervisors compared to the sample of teachers included in the study.
To sum up, the previous studies share this study in terms of teachers’
professional needs. Teachers should be equipped with the teaching techniques
and skills relevant to teaching practices (Harrison, Clifford and Richard (1975)
, Naim (1999) , Beale (2003) , Boyle (2004) , Al- Saa’di (2005) . Besides,
the previous studies emphasized the importance of content knowledge and
curriculum development in enhancing professional development (Kirkwood
(2001) , Heather, Holtzman, Deborah and Kassandra (2009) . The present
study found out that seven domains of professional standards contributed to
teachers’ professional development, namely education in Jordan, academic
and pedagogical knowledge, planning for effective instruction, implementing
instruction, assessment of students’ learning and instruction, self- development
and professional ethics. This shows that there is consensus between the
previous studies and the present one in terms of the skills and teaching
competencies relevant to the teaching profession, which are necessary for
teachers’ professional development.
Recommendations:
Based on the results of the study, the researcher recommends the
following:
1.
2.
3.
Policy makers as well as supervisors should pay more attention to
preparing a suitable teaching- learning environment that enable teachers
to develop professionally according to the standards under study.
Other studies should be conducted to investigate to which extent the
national professional standards are implemented by teachers during their
teaching profession.
Training workshops meant for teachers’ professional development should
give priority to the national professional development standards under
study.
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