الممارسات التأملية کمدخل للنمو المهني الذاتي لمعلمات رياض الأطفال في ضوء مهارات القرن الحادي والعشرين Contemplative Practices as an entrance to the Self-Professional growth of kindergarten teachers in light of the Twenty- First Century Skills

Abstract:
The aim of the research is to identify the reality of the application of contemplative practices to improve self-professional growth among kindergarten teachers in Minya Governorate, and to identify the reality of applying the twenty-first century skills necessary to improve their self-professional growth in the light of the contemplative practices approach, and to arrive at a proposed scenario to improve their self-professional growth through An introduction to contemplative practices in the light of twenty-first century skills. To achieve the objectives of the research, the descriptive analytical method was used, and a questionnaire was used for the purpose of data collection. The research tool was applied - after verifying its validity and reliability - on a sample of (528) kindergarten teachers, who were randomly selected from all kindergarten teachers in Minya governorate during the second semester of the academic year 2020/2021. The results of the research showed that the level of application of contemplative practices to improve self-professional growth among kindergarten teachers came to a medium degree, with an average response rate of (68.6%), and that the level of application of the twenty-first century skills necessary to improve self-professional growth among kindergarten teachers in the light of the practices approach The contemplative came to a medium degree, with an average response rate of (69.4% ) , and a proposed scenario was presented to support contemplative practices, and then develop self-professional growth for kindergarten teachers in Minya in the light of the skills of the twenty-first century.