دور برنامج الإعداد التربوي لمعلم التربية الفنية في تطوير أداء الطالب/ المعلم في ضوء متطلبات اقتصاد المعرفة
Proceeding from the role of the knowledge-based economy as an economic resource that affects the development and progress of societies, which depends on knowledge as a key driver of economic growth; The study aimed to identify the requirements of the knowledge economy that must be included in the educational preparation program for the teacher of art education. As well as measuring the extent to which the educational preparation program for the teacher of art education includes the requirements of the knowledge economy necessary to develop the teacher’s performance. The researcher used the descriptive approach in collecting the necessary information and data from previous studies and a theoretical and philosophical framework about the study, analyzing and checking it. He also used the quasi-experimental approach in applying the research experience in the current study, where the experimental design with two groups (experimental and control) was used, and the study was applied the students of the fourth year, the Art Education Division, at the Faculty of Specific Education in Damietta, in the first semester of the year 2020-2021, and their number is 63 students. The researcher used the descriptive approach in collecting the necessary information and data from previous studies and a theoretical and philosophical framework about the study, analyzing and checking it. The researcher also used the content analysis method in order to analyze the content of the educational preparation program for the teacher of art education in the Faculty of Specific Education, where the number of analyzed courses was (15) educational courses. In order to answer the research questions and verify the validity of its hypothesis, the researcher prepared a list in the form of a questionnaire of the requirements of the knowledge economy that must be included in the educational preparation program of the student teacher, the Art Education Division, as well as a list in the form of a questionnaire of the teaching performances that must be available in light of the requirements of the knowledge economy for the student teacher, the Art Education Division. The researcher also analyzed the content of the educational preparation program for the teacher of art education to find out the extent to which it includes the requirements of the knowledge economy necessary to develop its performance; as well as preparing a proposed conception of what the educational preparation program for the teacher of art education should be to develop his performance in light of the requirements of the knowledge economy. The study reached several results, the most important of which are: Including the requirements of the knowledge economy within the educational preparation program for the teacher of art education, where it obtained acceptance rates that ranged between (92: 100%) in terms of the degree of appropriateness, and the results of the study also found that the four main teaching performances obtained acceptance rates. They ranged between (96: 100%) in terms of the degree of appropriateness, which are the performances: (specialist, social, meta-knowledge skills, communication), while the (35) sub-teaching performances received acceptance rates that ranged between (84: 96%). In terms of the degree of appropriateness, which confirms the importance of the availability of these aspects through the educational preparation program for the teacher of art education. The results of the study also found that the educational preparation program for the teacher of art education does not adequately include the requirements of the knowledge economy necessary to develop his performance, as the percentages of the presence of these requirements in the educational preparation program for courses ranged between (3.7: 6.92%), while the percentage of knowledge economy requirements in the educational preparation program as a whole (5.6%) came from the knowledge economy requirements necessary to develop its performance, which are considered to be very low; thus, it is clear that the educational preparation program did not meet any of the requirements of the knowledge economy that must be included in it on the acceptance rate specified in the current research, which is (80%). This indicates the weakness of the content of the educational preparation program in terms of its inclusion of the requirements of the knowledge economy necessary to develop the performance of the art education teacher, which requires those in charge of formulating the content of the educational preparation program to emphasize the inclusion of these requirements in the preparation program, which was confirmed by the research literature in terms of the importance of the requirements of the knowledge economy in that the scientific and practical knowledge included in the knowledge economy is currently the basis for generating wealth and increasing its accumulation and contributing to improving performance, raising productivity and improving its quality through advanced technological and technical applications included in the knowledge economy. In light of the results of the study and its literature, the researcher recommends taking advantage of the list of knowledge economy requirements that the current research has reached to build and develop the current Egyptian curricula and find a kind of harmonization in the skills acquired by students in line with the changing labor market requirements. The researcher also recommends reconsidering teacher preparation programs according to the era of the knowledge economy to keep pace with its cognitive and scientific challenges and to possess the skills to shift from the era of knowledge production to an era that invests in the light of knowledge. (Published abstract)