برنامج تدريبي قائم على الدمج بين بحوث الفعل وإطار التعليم من أجل التنمية المستدامة esd وأثره في تنمية عمق المعرفة والكفاءة البحثية وممارسات التدريس المستدام لدى معلمي العلوم بالمرحلة الإعدادية
The research aims to investigate the effect of a training program based on the merging between action researches and education for sustainable development (ESD) framework on developing depth of knowledge, research efficiency and sustainable teaching practices for preparatory stage science teachers. To achieve the goal of the research, a list of both depth of knowledge levels, research efficiency dimensions and Sustainable Teaching Practices were prepared. The proposed training program was also prepared, as its procedural objectives were formulated. Its scientific foundations, content, training strategies, activities, learning resources, and evaluation methods were organized. Trainer and trainee guides were prepared according to the training program. The research depended on experimental design based on three experimental groups and one as a control group with conducting pre- and post-measurements of research instruments. The total research group consisted of (54) science teachers in the schools of Kafr El-Sheikh Governorate. The research instruments were pre-administered; these are a test of depth of knowledge, a test of the cognitive domain; rubric; a scale of beliefs associated with research efficiency, and a test of the cognitive domain; self-assessment checklist; a scale of beliefs for sustainable teaching practices. Then the training treatment was introduced to teachers through three levels (action researches -ESD framework-the merging), and after completing it the research instruments were post-administered. The data were statistically analyzed using non-parametric methods. The research results revealed that the effectiveness of the two training programs (ESD framework - the merging) in developing depth of knowledge, the effectiveness of the two training programs (action researches - the merging) in developing research efficiency, and the effectiveness of the training program based on (the merging) in developing sustainable teaching practices for science teachers. The most important recommendations are the necessity of developing programs for preparing science teachers in the light of action researches skills and the principles of education for sustainable development framework. (Published abstract)