The problem of the current research was determined in the need to identification the teachers with patterns of educational Rigidity among them , which are linked to teaching and educational practices of their professional work , by including sustainable professional development programs and their multiple aspects of the training activities that support these patterns . Through the research methodology that depended on the descriptive analytical approach, documents and studies that dealt with the goals of sustainable development and its multiple aspects related to the work of teachers are analyzed , in addition to the analysis of various writings that addressed the subject of The Educational Rigidity and professional flexibility among teachers , which qualify them for the success of the roles during their educational and schooling performance , and what is expected from them . The aspects of sustainable professional development for teachers were summarized in the field of improvement of professionalization factors , the building and implementing educational activities , paying attention to the areas of mental development and taking into account aspects of the psychological health among the teachers , in addition to the development of technological ability of the teachers . The current research concluded by determine the patterns of Educational Rigidity, which the process of sustainable professional development must to be achieving among the teachers . Thus , It must pay attention to : developing aspects of educational Rigidity in the field of how to finance educational activities , while providing aspects of educational Rigidity , which are enhanced to strengthen the professional components of teachers , and to developing the aspects of educational Rigidity in the field of attention to mental abilities and psychological health among the teachers , in addition to strengthening the aspects of educational Rigidity in the field of how to be benefit from available technology , and its use in all educational institutions by the teachers .
Al-Asmai, M. (2024). Activating the roles and areas of sustainable professional development to achieve educational resilience among teachers. المجلة التربوية لکلية التربية بسوهاج, 128(128), 1-24. doi: 10.21608/edusohag.2024.400242
MLA
Mohammed Al-Asmai. "Activating the roles and areas of sustainable professional development to achieve educational resilience among teachers", المجلة التربوية لکلية التربية بسوهاج, 128, 128, 2024, 1-24. doi: 10.21608/edusohag.2024.400242
HARVARD
Al-Asmai, M. (2024). 'Activating the roles and areas of sustainable professional development to achieve educational resilience among teachers', المجلة التربوية لکلية التربية بسوهاج, 128(128), pp. 1-24. doi: 10.21608/edusohag.2024.400242
VANCOUVER
Al-Asmai, M. Activating the roles and areas of sustainable professional development to achieve educational resilience among teachers. المجلة التربوية لکلية التربية بسوهاج, 2024; 128(128): 1-24. doi: 10.21608/edusohag.2024.400242
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