Abstract

The aim of the research is to determine the professional competencies that a science teacher must possess to teach in the light of the integrated (STEM) approach, and to build a proposed distance training program to develop these professional competencies. Subsequently, the impact of the proposed remote training program based on the integrated (STEM) approach in developing the professional competence of science teachers was studied. The research sample consisted of a random selection of 24 female teachers from various educational departments in the Kingdom of Saudi Arabia. In light of the (STEM) framework and its evaluation, the proposed training program was constructed, evaluated, and the research tool, the professional competency note card, was developed. Its evaluation included arbitration and the calculation of its honesty, stability, and internal consistency. This process was applied before the remote training program's implementation and afterward on the research group. The researcher concluded that the training program had a positive impact on the development of professional competence among the members of the research sample. The effect size of the training program on professional competence was 4.9, indicating a high impact. The percentage of female teachers who achieved a level of professional competence reached 90% or more for the dimensional measurement (52.2%) of the total sample. In light of these results, recommendations were made.

Keywords

Integrated (STEM) entrance, Professional competence, Distance training, Science teacher.

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