الفهرس 
الفصل الثاني: نموذج تيباك ”المفهو م والأسسيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The effectiveness of a distance program for professional development for history
teachers and its impact on developing the learning outcomes of their students in the
secondary stage.
Abstract:
The aim of the current research is to determine the effectiveness of a training
program based on the TPACK model in the professional development of history
teachers and its impact on developing the learning outcomes of their students in the
secondary stage. The research group consisted of (15) male and female history
teachers in the secondary stage and (40) male and female students. High school An
experimental design was used that relied on one group with a pre- and postmeasurement. A list of professional development that should be developed among
history teachers at the secondary stage was prepared, and a list of learning outcomes
that should be developed among secondary school students. A training program
based on the TPACK model was prepared according to the needs of the training
teachers. And the students’ needs for learning outcomes in the secondary stage.
Then, the research tool was built, which is a note card for the dimensions of
professional development for history teachers in the secondary stage, as well as a
test for the learning outcomes to measure the extent to which students acquire the
learning outcomes. The research tool was applied to the research group
preliminarily, and then the training program was applied to teachers By applying the
research tool post-hoc, the results confirmed the presence of statistically significant
differences between the average scores of the research group in favor of the postmeasurement of the professional development note card as a whole at the level of
significance (0.01). The results also confirmed the presence of statistically
significant differences for the professional development note card in each field.
Among the areas of professional development, teaching planning, the field of
teaching implementation, the field of evaluation, the academic field, the field of
professional ethics and behavior, and the field of continuous professional growth at
the significance level (0.01) The learning outcomes test was also applied pre-test to
the study sample of students and then it was applied post-test. The results confirmed
the presence of statistically significant differences between the average scores of the
research group in favor of the post-measurement at the significance level (0.01). The
results also showed that there were statistically significant differences for the test.
Learning outcomes in each of learning and innovation skills, information,
technological media, and life skills, at the significance level (0.01), and this confirms
the effectiveness of the training program in the professional development of history
teachers and developing the learning outcomes of their students in the secondary
stage. The research recommendations came with the need to pay attention
Sustainable professional development for history teachers in all academic,
educational and technological aspects in accordance with the developments .
key words:
TPACK model, professional development, learning outcomes, distance training
program