Dirasat: Educational Sciences

From 2000 to 2019

ISSN 1026-3713

The Professional Development Level of Early Childhood Teachers: Early Grade Reading and Math Project (RAMP) Model


Abstract | الملخص

The study aimed to recognize the professional development level of early childhood teachers. The sample consisted of (547) early childhood teachers in Qasbat Irbid in 2018/2019 academic year, who joined the training programs related to the Early Grade Reading and Math Project (RAMP) adopted by the Ministry of Education in Jordan since 2016. A questionnaire consisting of (52) items distributed in six dimensions was applied, where its validity and reliability were tested. The results showed that the professional development level was moderate, where the order of the initiative dimensions was as follows: The initiative objectives, the content of the training programs, the training environment, the methods, means and activities of the training programs, benefiting from the initiative, and evaluating. The results showed a significant differences in of professional development level with the initiative due to the academic qualification variable in favor of teachers have bachelor's degree and years of experience variable in favor of the lower category of experience, while there were no differences due to the gender variable. According to these finding, the study recommended that professional development programs should be based on the needs of private teachers, taking into account the qualifications, experience and working conditions of the teachers when selecting and launching training programs and initiatives

Authors | المؤلفون

Nour Mohammad Aref Yassein *

Keywords | الكلمات الدالة

Professional Development, Early Grade Reading and Math Project (RAMP), Early Childhood Teachers, Qasbat Irbid

References | المراجع