A proposed strategy for developing adult teacher preparation in universities in light of the value-added approach

     The study aimed to present a proposed strategy for preparing the adult teacher in the light of the value-added approach, which is one of the most important assessment approaches that are characterized by objectivity, impartiality, and the legitimacy of decision-making, making it one of the reliable approaches to predicting and planning the future. Which meets the need in the field of adult education and the preparation of its teachers in particular for that assessment approach to determine the appropriate strategic direction for the future of adult teacher preparation in universities in light of the current societal requirements and developments, and accordingly the study used the descriptive approach to analyze the dimensions of the value-added entrance as well as preparing the adult teacher in universities, in addition to the quasi-experimental approach to assess the direct, indirect and applied added value of the adult teacher preparation programs in universities, as well as the SWOT Analysis method needed to analyze the reality of preparing adult teachers in universities to come up with the strengths, weaknesses, opportunities and potential threats to be in light of them and through their evaluation by Experts determine the appropriate strategic alternative for building the proposed strategy. Hence, the study relied on several research tools that varied between pre-posttest, observation, focus groups, open interview, and expert opinion poll.
               The field study has shown that there is a significant added value to adult teacher training programs in universities in terms of the effectiveness and impact of these programs on students, and in the light of the data and results of the theoretical and field study with various tools, a proposed strategy for adult teacher training in universities has been built to achieve this goal of the study.