دور التعلم الرقمي في التنمية المهنية لمعلمات رياض الأطفال
The current research aims to shed light on the concept of professional development and its importance and methods and to reveal the reality of the professional development of kindergarten teachers and to know their trends towards the use of digital learning, and to develop a proposed vision of a training program using digital learning for their professional development. the analytical descriptive approach was used and based on electronic questionnaire to reveal the reality of the professional development of kindergarten teachers and to know their trends towards the use of digital learning for a number of (112) teachers in Alexandria province and accordingly Statistical treatment of the results showed a discrepancy in the opinions of the research sample in their responses to the dimensions of the questionnaire as follows: 1) The average weight of the distance of self-development (2.67) and a percentage (89%), and the estimate of the answer (yes), which indicates the keenness of kindergarten teachers to search for information and develop themselves, but they need to find a new and advanced vision for their preparation and improve the reality of their own development, the lack of interest in the infrastructure of information technology, and the weakness and interruption of the internet networks continuing. 2) The weight average for the dimension of professional development through training programs (2.24), a percentage (74.7%), and an assessment of an answer (to some extent) from which we conclude... The lack of a clear policy and the lack of participation of the teacher in the planning of these programs and their commitment to topics that are not compatible with their actual needs, the need to develop a proposed educational vision that effectively contributes to the sustainable professional development of female teachers, as well as the limited containment of training programs for female teachers on modern evaluation and opinion-making methods. 3) The trends of female teachers have been positive towards the use of digital learning, indicating that female teachers are willing to develop their skills and develop their knowledge towards the use of digital learning, with an average weight of 2.69 and a percentage (89.6%) of female teachers' attitudes towards digital learning. And by estimating the answer (yes). 4) Most members of the research sample agreed that there are some barriers to professional development associated with digital learning that they face and hinder their progress towards digital learning, which needs to be addressed and eliminated, with an average weight (2.62) and a percentage (87.2%) of the distance of professional development constraints associated with digital learning and the appreciation of the answer (yes). (Published abstract)