شبكة المعلومات العربية التربوية

The present study aims enhancing the role of researcher-teacher during the stage of his/her university preparation by investing knowledge society potentialities and the roles of universities to participate in setting their knowledge society. This is done through a proposal made to prepare the researcher-teacher, based on exploring the reality of preparing the researcher-teacher in Saudi universities, the best theoretical frameworks, world experiences and educational experts' evaluation of this proposal. In the pre-construction of the proposed visualization use survey descriptive approach has been applied to the study population, which consists of faculty members in colleges of Education, and a cluster sample of Saudi universities in KSA out of which a simple random sample with a percentage of 30% has been examined. The study tool is a questionnaire; descriptive documental approach has been used in the domains of program plans, the best theoretical frameworks and world experiences, and then the proposed scenario was formulated in the second stage after judging its importance and applicability. The most important findings are: According to the faculty members in colleges of Education in Saudi universities, the reality of preparing the researcher-teacher is considerably achieved in its three aspects: values of scientific research, its information and skills. Plans of teacher preparation lack an obvious objective concerned with preparing a researcher-teacher; theoretical teaching dominates 87% of methods of research courses and individual initiatives for writing academic research. The proposal appeared made to prepare researcher-teacher in Saudi universities in the light of knowledge society includes its formation steps, basics and properties; its general plan consists of objectives, elements, basics, postulates, procedures of application, expected obstacles and possible solutions. (Published Abstract)