الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 447 |  |  |
| | | from | 447 | | |
المستخلص
The study sought to identify the professional identity of public education teachers in Egypt and its relationship to professional learning communities in the light of some contemporary global models. The study also contributes to setting an educational standard necessary for the development of the professional identity of teachers in the light of contemporary global models, taking into account the economic, social, cultural and professional dimensions in Egypt. The study used the (descriptive) method. The study presented a theoretical framework, represented in (6) chapters: (1) the general framework of the study, (2) the dimensions of the professional identity of teachers, (3) contemporary trends in the development of the professional identity of teachers, and (4) professional learning communities and their relationship to identity Professionalism of general education teachers, (5) contemporary global models for enhancing the professional identity of teachers using professional learning communities, (6) criteria for estimating professional identity and indicators of its achievement among general education teachers in Egypt, starting the field study in class (7); The reality of the professional identity of public education teachers in Egypt in light of its measurement standards and contemporary global models, and (8) the proposed Egyptian model for the development of professional identity using professional learning communities for public education teachers in Egypt. The study used a questionnaire to find out the reality of the professional identity of public education teachers in Egypt in light of its measurement standards and some contemporary global models. The study was applied to a sample of teachers whose number reached (550) male and female teachers in the educational stages (primary, preparatory and secondary) in the governorates (Cairo and Sohag). . The results of the theoretical and applied study confirmed that there are no statistically significant differences between the teachers of the two governorates for the domains of professional identity with regard to the educational, professional and societal process. The strength and distinction (the professional identity assessment scale for teachers) in its fields and indicators of its achievement of this study, which was judged by (35) arbitrators from experts and specialists in this field. This scale was comprehensive and integrated, including all fields (personal, academic, professional, social, cultural, and national), and it was prepared according to (6) necessary modern trends. The study presented the proposed Egyptian model; To develop professional identity using professional learning communities for general education teachers in Egypt. The study used (495) references; Of them (178) are an Arab reference, and (317) are a foreign reference.