The Role of E-Learning Platforms in the Professional Development of Kindergarten Teachers

Document Type : Original Article

Authors

1 Professor / faculty member, Department of Educational Policies and Kindergarten - College of Education - King Saud University -   Saudi Arabia

2 Master-specialization in early childhood - College of Education - King Saud University

Abstract

The present study aimed to identify the role of e-learning platforms in the professional development of kindergarten teachers and the obstacles to their use in education. It adopted the descriptive survey method. It covered a sample of (205) teachers in the public kindergartens affiliated to Badieaa Office, Education Department in Riyadh. Results revealed that utilizing e-learning platforms was rated (87.2%) when providing flexible learning environments and many methods of information representation. The obstacles that hindered the use of e-learning platforms were rated (78.2%), including the lack of financial resources, poor Internet connection, multitude of supervisory tasks and roles, and poor training programs. Furthermore, the participants strongly agreed (87%) on the "means of professional development of kindergarten teachers when using e-learning platforms" domain, such as transferring expertise among teachers, activating professional discussion and experience sharing, and providing adequate equipment. The study recommended enhancing the motivation of in-service teachers for continuing learning.

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المجلة التربوية لکلية التربية بسوهاج
Volume 73, Issue 73 - Serial Number 73
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
May 2020
Pages 1127-1156

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History

  • Receive Date: 26 March 2020
  • Revise Date: 10 April 2020
  • Accept Date: 20 April 2020

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