فاعلية برنامج تدريبي قائم على الممارسات التأملية في تطوير مهارات الإدارة الصفية لمعلمات رياض الأطفال بجدة
The study aimed to investigate the effectiveness of a training program based on reflective practices in developing the classroom management skills of kindergarten teachers. In addition, it aimed to reveal teachers' challenges when practicing reflective thinking. The study sample consisted of (6) kindergarten teachers. To answer the study questions and achieve its objectives, the researcher prepared an integrated training program for reflective practice and prepared three tools: a reflective form according to the Gibbs cycle model (1988), individual interviews for teachers, and collective reflective meetings for teachers. The content of the program and tools were verified and reviewed by some reviewers specialized in early childhood, pedagogy, and educational leadership. The results showed the effectiveness of the training program in developing classroom management skills in the four areas: planning skills for the daily schedule, skills of communication and interaction with children, skills of arousing motivation and thinking, and skills of directing children's behavior. The results also showed some challenges that teachers face when practicing reflective. The two main challenges are the difficulty of understanding meditation and the lack of time and work stress. The study came out with several recommendations, such as directing kindergarten teachers to understand reflective and practicing it daily to develop classroom management skills and making programs and training courses for kindergarten teachers to train on practicing reflective and its skills and explaining it to them in the simplest possible way. (Author’s abstract)