الممارسات التأملية كمدخل للنمو المهني الذاتي لمعلمات رياض الأطفال في ضوء مهارات القرن الحادي والعشرين
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. (Published abstract)