Suggested training program based on Web Quest strategy to develop industrial schools teachers roles in light of Quality Assurance Standards

Standard Global Journal of Educational Research Vol 1(5): 103-126, May 2014 http://www.standardglobaljournals.com/journals/sgjer Research Article Suggested training program based on Web Quest strategy to develop industrial schools teachers roles in light of Quality Assurance Standards Ghada Naguib Institute of Educational Studies, Cairo University, Egypt Author E-mail: g_nageeb@hotmail.com Accepted 07 May, 2014 ------------------------------------------------------------------------------------------------------------------------------------------------------------------ Abstract Web Quest strategy is a new teaching way based on the survey, question, search and discovery aims to develop the mental abilities of various students' and rely partly or entirely on electronic sources on the Web and selected in advance with the possibility of integrating a host of other source like; magazines, books, CDs, or any other sources of knowledge which must be prepared first as resources by the teacher.the effectiveness of the Web Quest strategy and its impact on improving the suggested training program and some from its axis (standards of teacher domain :Planning for teaching and learning process Using variety methods of assessment. the researcher see that the Web Quest strategy has high effectiveness in the standards related to collecting information or knowledge with evident, although the standards relating to the acquisition some skills or modification in behaviors the web quest strategy has no effect, may be the standards which need changing the skills and attitudes in teaching needs to change in some procedures of the web quest strategy. So we can say that the web quest strategy is a strategy for cognitive structural education. Keywords: WebQuest, Education, Industrial, Schools, Teachers INTRODUCTION Education has always been the nascent of society and the follower for his public movement, therefore, any attempt to renew education landmarks future must be based on determining the nature and form of future society in its economic, social, cultural and political sectors. There are challenges in the revolution of science and information, growth and composition of the population and social relations, political, economic, technological and aesthetic values, artistic and moral values.so we should pay attention to that in each specialty scientific increasing amount of information and facts, theories and discoveries, which led not to the inability of professionals but also led to an increase in branch disciplines or specialty which needs to know the branches and specialties not as previously need to know or handled. There is no justification to fear from the superhighway of information. It will not replace the teacher position, but will shift the role of the teacher from the porter to the planner and from the controller to the router and mentor, and from the teleprompter to discussion and axles. The teacher is not only the source of learning and information of education. Any school aim and purpose to enable all learners to develop their intellectual talents and their natural aptitudes to

Stand. Glob J. Edu. Res Naguib 104 resolve the problems of complex life, comprehensive and multi-dimensional and to enable learners of better, faster and more life education with the development of qualities and imagination with openness intellectual development to learn and understand as well as the development of knowledge and competencies, skills and behaviors to gain the ability to adapt in the variable environment and unrealized school be of a different approach to learning. There are several changes have occurred, and shifts in the communities have an impact on the educational process and on the nature, role and place of the teacher in particular, the most prominent of these changes are: Social changes, cultural and civilization associated with growing, massive population in this world. Scientific and technological progress and the speed of the various communication modes of computers and mobiles. The emergence of modern educational theories resulting from advanced studies and researches in the education and psychology fields. (Abdullah, 1997) The successful teacher is the one who hires the regulations relating to the assessment of students in the areas of cognitive, emotional and skill. Which requires from teachers to be able to analyze curricula and courses which he will teach to enriching and serving his students. Teacher must be careful observer for the student s behaviours, as he must respond positively when student s emotions hinder their learning. We must observe that thinking has a set of mental processes, which needs teaching methods must be followed, those teaching method works on the thinking skills development among students, and develop the ability of thinking represent, which include: imagination, fantasy images, and understand the ideas or absorbed, and meditation, and political debate and decision-making, reading and writing, and to recall, and abstraction, and discrimination, and generalization, reasoning, and conclusion. Study problem Any educational system consists of four components; teacher, learners, curricula, and the educational environments. Any educational system needs to form and create learners with high level in thinking. All the variety ways and methods of thinking depend on the problem solving way of thinking that based on good educational environment. The future labor market and companies need workers has the ability to work in competence atmosphere in the light of the quality assurance standards. Teachers at technical industrial schools are the responsible to teach and train those learners (workers). Teachers at technical industrial schools must create learners in the national and international levels.(ismail and Elhewaty, 1431). According to Professor John Whitey, all external elements, from developed or traditional curriculum, from the governmental or private schools, from small numbers of students or overcrowded classes with students, from the use of the computer and modern techniques or the use of the traditional blackboard, all these elements have an impact, but the most important element which is unmatched in any other element, is the teacher. On the other hand, The New Zealand researcher says that teachers cannot change the level of intelligence of their students, and cannot afford to eliminate the social differences between them, but what is estimated from teachers is certainly changing the way of their teaching to achieve the best results(whitey, 2008 ). And Whitey see that deficiencies in the educational process starts from the period of preparation of teachers in colleges of education all over the world, and he sees that it is the worst institutions in preparing the graduates. Demanding to pay attention to the first two years of his working in teaching, because it seems the most important years in the age of the teacher, and it determine the basis of his way in working in the coming years until it reaches the retirement age, because young teacher comes enthusiastically :if he found the right climate, he can give everything with great effort, and will be ready to accept criticism and correct his course again and again, until he reaches the top, but if he found all around him discouraged, and criticize the excessive enthusiasm, he becomes like them. (Whitey, 2011). On several occasions, the teacher is not aware from his role as a behaviour model of exemplary requested by his students. So the problem study identifies in that traditional roles of teachers at industrial schools, used in classrooms which has negative effects, that requires from the curricula developer to adopt new teaching roles, in the light of the standards of quality assurance authority, which can help teachers in classrooms processing. The national authority for quality assurance and accreditation of education mentioned domains and standards with its indicators and practices in specific measurable statements due to rubrics, its purpose to measure the quality of the school as a requirement for accreditation. Many references suggest a number of reasons or situations that lead to the failure of the classrooms process, and the most important reasons are: 1 - Low level of motivation of learners for learning and achievement. 2 - The inability to focus and dispersion attention of learners. 3 - The inability of learners to transform ideas into practical or verbal behaviours. 4 - Lack of classrooms interaction and discussion lead learners to fear from criticism and evaluation.

Naguib 105 5 - Teachers use the wrong skills in the classroom learning situations. 6 - Teachers focus on filling minds with information and knowledge without resorting to methods and strategies help in the thinking development of learners'. We need to change the teacher role in classrooms in the light of quality assurance standards using the web quest strategy. Study questions So this problem study tries to answer the main question; What is the effect of training program based on Web Quest strategy to develop roles of industrial schools teachers in the light of quality assurance standards? Divaricated from this question; Q 1: What are the roles required from teachers at the industrial schools in the light of quality accreditation standards? Q 2: What are the real roles of teachers at the industrial schools? Q3: What are the basics of training program based on Web Quest strategy to develop roles required from teachers at the industrial schools in the light of quality assurance standards? Q4: What is the shape of training program based on Web Quest strategy to develop roles required from teachers at the industrial schools in the light of quality assurance standards? Q5: What is the impact of the training program based on Web Quest strategy to develop roles required from teachers at the industrial schools in the light of quality assurance standards? Study objectives 1- Identify the roles required from teachers at the industrial schools in the light of quality assurance standards. 2- Identify the real roles of teachers at the industrial schools. 3- Determine impact of using the Web Quest strategy to develop roles required from teachers at the industrial schools. 4- Disclosure of the effectiveness of a new teaching method may contribute to develop teacher s roles. 5- Provide a procedural model for the Web Quest strategy through program training based on its philosophy. 6- Create a new suggestion for training programs help teachers in their classrooms. Study importance The importance of this study depended on: 1 - The importance of teaching methods and teaching aids as a component of the educational system, which is of great importance in activating teaching methods. 2 - This kind of research receiving a weak interest in the field of researches and studies. 3 - This kind of strategies not available with the training management at the Ministry of Education. 4 - The results of this study may be useful for methods of teaching and teaching aids developer and planners and their role in community service. 5 - May help the theoretical rooting of the Web Quest method to clarify its educational applications. 6 - Promote some models for teachers to practice their experiences based on the philosophy of Web Quest method. Study limitation 1- The Industrial secondary school at Giza (Electrical School) 2013-2014. 2- Teachers from department of mechanical electrical clothes architecture. 3- Standards of the teacher domain from the national authority of quality assurance. STUDY METHODOLOGY Current study will use both: 1- Descriptive and analytical approach: To access the roles necessary for teachers at the industrial schools in the light of quality assurance standards.

Naguib 106 2- Semi experimental approach: Because of what will be applied from the proposed method of teaching, and depending on the experimental design with two groups: the control group and the experimental group and the use of appropriate measurement tools in the search. Study Tools Researcher prepared the following tools: 1- Analysis card to mention teacher s roles at the industrial schools in light of the standards of National Authority for quality assurance and accreditation of education document. (Appendix 1). 2- Identify the web quest strategy which takes the shape of careers related to the roles required from teachers at the industrial schools in the light of the previous analysis. (Appendix 2). 3- Prepare a questionnaire for expertise to revise the web quest strategy and to promote the strategy in its final form to develop teacher s roles at the industrial schools which necessary in their classrooms. (Appendix 3). 4- Construct suggested training program based on the web quest strategy to improve teacher s roles at the industrial schools. (Appendix 4). 5- Prepare a questionnaire for expertise to revise the suggested training program based on the web quest strategy. (Appendix 5) 6- Create an assessment card for teachers (pre post) to evaluate their knowledge, skills and attitude towards their roles in classrooms. (Appendix 6). Study procedures First, the theoretical framework: 1 - A research survey for the study topic through previous studies, research literature and books related to the same topic. (Read literatures and studies relevant to the research and get from them the roles that correspond with the teachers at industrial schools). 2- The theoretical framework will take care from the following points: A Training programs in terms of: Importance of training programs - Objectives of training programs - Causes for appearance of the training programs - Procedures of designing the training programs. B- Web Quest in terms of: The concept of the web quest strategy - Basics of the web quest strategy Strategies have relation with the web quest strategy - Components of the web quest strategy - Importance of the web quest strategy Previous studies identify the importance of the web quest strategy. C Industrial schools in terms of: The concept of industrial schools- The goals of the industrial schools - The roles of the industrial schools. D Roles of teachers due to quality assurance standards in term of: The concept Reasons of changing teacher s roles Process of education which is important for teachers Teacher`s roles. 3-Prepare card of industrial teacher s roles in classrooms due to the previous studies and researches. Second, the field and experimental study: 1 - Analysis the standards of teacher domain at the industrial schools in light of national authority of quality assurance. 2 - Identification the web quest strategy due to the analysis of quality assurance document. 3- Review the web quest strategy by some specialists and put it in its final form. 4- Prepare suggested training program for industrial teacher s roles in classrooms based on web quest strategy. 5 - Review the suggested training program by some specialists and put it in its final form. 6- Prepare an assessment card for measuring teacher s knowledge, skills and attitudes towards their roles in classrooms after ensuring the veracity and reliability of the assessment card. 7 Choose the study sample which will be tested pre test - then taught using the Web Quest strategy - then will be tested post test. 8- Measure the impact of the training program based on Web Quest strategy to develop the roles of teachers at the industrial schools. 9- Prepare statistical treatment to get out the results. 10 - Make recommendations for other proposals.

Naguib 107 Study terms Training program; It is a system depend upon some basics and from it get out the objectives then choose and organize the content then create the strategy of teaching then construct the assessment tools and it is used for preparing training programs for anybody is working at any organization. the increasing in knowledge and also affected greatly the role of the teacher in the educational process which the teacher became director and guider for learners to take advantage from sources of information and how to employ them in learning and updated educational systems. Known by Ali Nasr (Nasr, 1994) as: A set of procedures and steps that will create appropriate conditions enabling the trainee to: Identify scientific concepts or theoretical information related to his technical work. Acquisition and development of his own practical skills and performance. Acquisition of the positive trends and values, habits and behavior required by the performance of the work clearly Known by Ali Rashid (Rashid, 2003) as: Those programs which are aimed to provide a range of knowledge and skills which is necessary for compassionate teacher to raise his scientific and educational academic level to upgrade his performance in both theoretical and practical experience. Known by this study as a program implement in five days based on web quest strategy, consist of; objectives content timetable knowledge resource and tools activities assessment tools. Web Quest Strategy Known as a new teaching way based on the survey, question, search and discovery aims to develop the mental abilities of various students' and rely partly or entirely on electronic sources on the Web and selected in advance with the possibility of integrating a host of other source like; magazines, books, CDs, or any other sources of knowledge which must be prepared first as resources by the teacher. (Halat, 2008; Ray, 2004). Also known by (Richards, 2004) as a journey of knowledge on the Web or navigate the web on the Internet in order to reach the correct and direct information with minimal efforts possible in order to develop learners thinking, this method is working to transform the learning process to the enjoyable process for learners and increase their motivation which make them more involved in the classrooms with their teachers. Also Known by (Dodge, 1995) as a method which depends on the integration of the web with the educational process, also a flexible strategy that can be used in all grades and in all subjects and disciplines. Known by this study as a teaching way based on the careers, question, survey on websites and conference aims to develop teacher s roles in classrooms in the light of quality assurance standards. Teacher s roles in the light of quality assurance document; The teacher domain in the quality assurance document divides into four standards; Planning for teaching and learning operations - Implementing for the teaching and learning operations Using effective assessment methods - Dealing with effective vocational activities. (Booklet of accreditation for technical schools, 2014).

Naguib 108 Theoretical domain Introduction Our world featuring contemporary changes and scientific developments which accelerated in a manner have not seen with the humanitarian community in any previous era of human history, so we must to confirm the statement, which emphasizes that every societal change must be accompanied by changing in educational systems. The first educational reforms, it was necessary to change the role of the teacher, and then waving the importance of developing the capacity of the teacher itself through training program, but training in its current form does not lead to the desired purpose or objectives, it is important to concentrate on the objectives achievement in order to develop policy and service training programs in the light of developments and trends of modern world. Training programs Although the educationally speech has turned relatively since long period, that the student must be the centre of learning process, but the experiments proved that the teacher is the basic foundation of any educational system, and without the teacher may not be able any educational system to achieve its objectives. So the basics to improve the education system is the ways to develop teacher professionals, because for its importance in developing the teaching performance. The revolution's in information, electronics, computers and telecommunications has helped in the emergence of new techniques in the field of education, and the appearance of a lot of educational training trends teacher in modern field, and the need for preparing teacher training programs to develop their professionally.(shawky, 2013). And with the globalization enters to the world, communications and techniques, it has increased the need for an intelligent trainer teacher, to meet the changing needs of the students and the community together. (Atoun, 2011). So it appeared the need for new strategies which continued to keep up with the teacher and that makes the teacher professionally and productive for knowledge and developer of professional practices constantly, which radically changes the traditional visions to the school system and education, and offers a practical awareness that education and training is an ongoing process. Any training program is an scheme activity aimed to bring out changes in the individual and the group, which deals with their Information, performance, behaviour and their tendency, which make them fit to fill their jobs with efficiently and productivity (Elmalky, 1431). The researcher organized many meetings with the responsible at: Ministry of Education, in Beni Suef, which ensure that in the framework of completing quality program for technical schools to construct a number of quality schools, especially technical schools in all specialties, the ministry needs to initiate a training program for supervisors of technical schools in the curriculum maps and the teacher's role in the light of quality assurance.(ministry of Education, 2013). Also Howayda Mohamed Abdel Moneim supervisor of the resource centre of the Directorate clarified that the centre aims in this period to achieve quality of mentors at the Directorate and these training programs and workshops receive a lot of support and acceptance from trainees because it answers a lot of questions and develop real solutions to all the problems suffered by the teachers when their school will be under the quality process and the training program aim to create quality integration of all subjects with each other. Develop teacher professional is the key to promote the professional and academic skills for teacher, either through direct activities in formal training programs, or by using a self-learning programs, this study aims to identify a training program based on the web quest strategy for teachers at industrial schools. Importance of training programs Importance of training program for teachers appear in the following points: Lead to better performance and promote teachers greater responsibilities in the future. Supply new teachers with what they need from the competencies, skills and information. Increase the effectiveness of the teacher and give vision on the best ways and methods of teaching, and modern theories. (Saleh, 2011). Contribute to facilitate supervision, and reducing Teacher mistakes. Increase morale and productivity at work. Objectives of training programs The objectives of training programs can be classify into: Cognitive goals. psychomotor (practical) goals

. Naguib 109 Career goals. Productivity goals. Behavioural goals. Causes for appearance training programs - Rapid growth in knowledge systems and various subsidiaries. - The development of educational curricula. - Renewal of the development plans. - The development of science and teaching methods. - The development of technology and means of communication. - Treat the shortage in the preparation period for teachers. - The development of educational theories. - Enable the teacher from the renewable roles. - Improving the performance of the teacher. - The changing in work or specialization. Procedures of designing the training programs A process that is not static, but it must change and develop, and is going according to number of steps: 1 - Determine the objectives of the training program. 2 - Choose the content of the training program. 3 Create methods of implementation the training program. 4 - Implementation the training program. 5 - Evaluating the training program. Web quest strategy The concept of Web Quest strategy Known to some as a survey-based activity allows students to use the resources and tools based on the Internet to let the learning real and meaningful. Also known as an entrance this based on the survey in the internet. Also known as a technological activity in most based on the survey method, students can work in groups or in collaborative environments for learning units of study-related information, so that it is the student's responsibility to learn and use technology to complete the scientific task. Also known as the entrance to good teaching for learner-centred based on the constructivist theory and creative and critical thinking and collaborative learning environments. In addition, it is a teaching method allows students to think critically about the subject under discussion, and help him also to use many skills to develop and defend his opinion (Bono, 2011). Defined in this study as; Teaching method based on computer, direct trainees towards learning through the internet. Basics of the Web Quest strategy: Create a guide explains to the teacher how to teach subjects, according to the Web Quest method by providing the opportunity for the student to carry out the knowledge from the Internet to deepen understanding and expand their thinking by using many thinking profiles to solve the problem between their hand. Strategies have relation with web quest strategy 1- Construction theory. 2- Group working. 3- Critical and analysis thinking (Howard). 4- Thinking theory. 5- Blended learning. 6- Depend on continuing assessment.

Naguib 110 7- Using computers. Components of web quest strategy So it requires from the teacher some teaching process according to the Web Quest method as the following: 1 Choose the lesson. 2- Tell a small and effective story. 3 - Determine the scientific tasks. 4 - Write the procedures. 5 - Identify sources. 6 Evaluation. 7 Conclusion. General guidance for the teacher There are several guidelines on the teacher should be taken into account during the process of teaching according to the Web Quest method, which is as follows: - Make sure that all computer equipment is available, including a good connection to the internet. - Identify a frame time for each stage (task) of the work. - Identify websites, preferably supported with pictures and graphics. - Take care during students search from random searches on the Internet. - Provide a description for the field site on the video projector if needed. Time plan Design a timetable for the lessons can be taught using the web quest method. Aids: Transparencies - Models - Samples - Microscopic slides - Real things - Educational films - Internet - Computers OHP (Hattie, 2011). Importance of Web Quest strategy It gives the learner identified tasks to let him carry out by himself to access knowledge. Learners use through those tasks a set of mental abilities as scientific thinking method, problem solving and give reflection on other solutions. Web Quest focuses particular on the development of these mental abilities and skills is a requirement to develop the entire learner. The Web Quest outweigh on a range of activities that are based on access to information and save it in a way to analysis these information through many steps which develop the mental skills of the learner. Previous studies identify the importance of web quest Learning from e-learning materials was better than traditional learning materials. Superiority of students at the University of Arkansas in the United States who studied engineering by Internet using simulation technology, virtual reality technology, distance learning, e-mail, direct dialling and video conferencing. Training programs for teachers must focus on technical trainer, seminars meetings and workshops. The important role of technology communication in technical schools Industrial schools Concept of industrial schools The pre-university education Aimed to form the student culturally, scientifically and nationally with a view to the preparation of human Egyptian believer in God and his country and give out the values of goodness, truth and humanity. Provide an appropriate level of theoretical and practical studies that achieve student`s humanity and dignity, and to

Naguib 111 achieve his ability to contribute efficiently within operations, production activities and services to develop his society. The pre-university education is a right for all citizens in the state schools free of charge. In this sense was created technical education schools, so as to prepare the category of "technicians" in the fields of industry, agriculture, commerce, services and management to develop technical abilities with students. And be accepted in the type of secondary technical education after obtaining a certificate of completion in basic education and in accordance with the conditions and rules issued decisions ministerial aspects of the organization of the educational. Technical schools have been established after technical plans to determine many types of technical education in accordance with the requirements of the local development plans of the society. The technical schools are productive projects related to its specialization and to serve the environment and society within each province. The Education Act No. 139 of 1981 as amended by Law No. 233 of 1988 and through ministerial decrees issued aspects to organize this educational system (Ministry of Education, 2014). Goals of industrial schools Goals of Industrial schools as mentioned (Professional academy for teachers, 2014) 1-Complete student s humanitarian and setup. 2-Prepare the technical trained manpower to work in the industrial field. 3-Rehabitatian of students after graduation is able to work directly in labor market. 4- Raise student s scientific and professional levels. 5- Upgrade student s skills in their areas of career. 6-Contribute with the national outputs by turning industrial schools into production unit s work within the frame of the finance project. 7-Make this kind of education as an opening opportunity channel for adult education. 8-Provide the opportunity for the Egyptian workers to improve their levels. 9-Benefit from the expertise experiences to develop this education system and cooperate with it. Roles of industrial schools The industrial schools is a kind of education aims to provide individuals degree of culture, technical information and practical skills (through applied training), which enables student to master the performance of his skills and with perfect implement (National Authority of Quality Assurance and Accreditation of education, 2014). Roles of teachers due to the national authority for quality assurance and accreditation of education issue Introduction Professor Whitey determines some of a good teacher specifications, he says ;this teacher who feels responsibility towards his students and who does not hesitate to test the quality of his lessons again and again, and who does not believe that it is perfect, a teacher who is not looking for justifications for external of his bad results students, such as talking about the ranks of the largest area which is the element No. 106 in terms of impact on the Whitey list, and bigger budgets for education, and the largest number of classes, and what teachers need is not about quantity, but about quality. If the teacher saw that students are not able to take the advantage from his lessons, he should change the teaching method until it reaches the best results. Reasons of changing teachers roles The reasons which led to the importance of changing teacher roles are: - 1 - The constant changes in many areas of social, cultural, civilization, technology and science life. 2 - The criticism directed to education and weakness in promoting its own purposes. 3 - The principle of democratic education and equal opportunities as trends towards the education. 4 - The need to individualize education and provide opportunities for instruction to suit the needs and abilities of individual students. 5 - The emergence of the parallel school and spread its use, such as educational television, radio, movies and other institutions that provide educational activities outside the scope of the school. (Shaver, 2005). 6 - The trend towards the need to adopt the principle of sustainable and its impact on school education.

Naguib 112 7- Many schools use two periods. 8 - The Increasing number of students per class. 9 - Progress in the field of educational technology(shields, 2004). 10 - The need to take advantage of the human resources and technical capacities in the community. 11 - Orientation towards encouraging productive work. 12 - The need for developing the local community. Process of education which is important for teachers We know that changes or shifts in society occur as a result of the process of education and the education that is happening in this community are constantly exposed to, and here some process of education which is important for teachers (Adeeb, 2006): 1 - Education is a process that aims to prepare the individual for adult life. 2 - Education is aimed to help the individuals to become good citizens in the community. 3 - Education is the responsible process for the transfer of cultural heritage from generation to generation while maintaining the values, habits and behaviors of this community. 4 - Education is a process that helps the individual to cope with life's problems and things. 5 - Education is a process that maintains community on survival and continuity. From the previous points we must observe that roles and responsibilities of a new teacher must be changed due to the Society Changing. (Suzan, 2012). 1. Train students on the scientific methods of thinking. 2. Train students on the method of dialogue and discussion. 3. Acquire students to practical skills related to the experience. 4. Teaching students style of writing scientific reports. 5. Forming a communication skill, and explain the scientific idea to others in a convincing manner. Teacher s roles Professor Whitey calls teachers to be sure from the clarity of his formulated ideas, so that students understand what he wants from them, and do not accuse his students for being not able to understand, because of limitations in themselves. He also surprised from teachers around the world who are not be attention from many of the important element, so that teacher distributes papers, ask questions, explains the issues, and then finds the trickle outcome, not paying attention to that he had forgotten to start his class with clarifying the purpose of his lesson, and explain the required from students, 45 minutes passed, and students revolve around themselves, and do not know where the starting point and where the end point.(moussa, 1978; Tartoury, 2008). From previous analysis the researcher promote many important points for any teacher; 1-Person has fluent in organizing his thoughts. 2- Has great enthusiasm for his subject. 3- Has curious to know the new in his specialization. 4- The teacher asks himself all the time: «What if I am in the student place?». 5- Raises the ceiling of expectations. 6- Creates a hostile climate for errors. 7- See any wrong from student, as a good opportunity to consolidate information. 8- Re-evaluate the way of teaching. 9- Continued cooperation between the teachers is very important to exchange experiences. 10- The teacher is the dominant on his class. 11- Seeks to raise his student s levels. 12- Gives his student a sense of confidence in their abilities. 13- Always give his students a feedback. 14-The teacher must be able to hear his students as they think with loud voice. 15-Teacher can resort to forums of questionnaire, which do not take more than two minutes from the class time in applying. 16-The role of the teacher in the field of interaction with the environment, community service and contribute to the progress and advancement.

Naguib 113 The teacher in the modern era of education has several educational and social roles, including: 1- The role of the teacher as the resource not only for information. 2 - The role of the teacher in the care of the overall growth of the students. 3 - The role of the teacher as an expert and profession in teaching and learning career. 4 - The role of the teacher as the responsible of the classroom. 5 - The role of the teacher as an administrator for the level of student`s achievement and evaluation. 6 - The role of the teacher as a guide. 7 - The role of the teacher as a model. 8 - The role of the teacher as a membership in his career. 9 - The role of the teacher as a membership in the community. So the role of the teacher in the developed learning environment must be as following; 1 - Organizer of the teaching / learning process by organizing the learning environment and taking the necessary decisions. 2 - Planner where in the process of preparing the material in analyzing the content and formulating private and public goals of the subjects. 3 - Porter of the teaching-learning process through the presentation of the material and the targets within the strategic as it deems appropriate to implement the lesson with how to manage the classroom. 4-Evaluation in terms of the choice of the appropriate strategy to measure the extent to which the private and public targets in written tests and strategies based on performance or observation. 5 - Guider where lead students to the methodology of logical and scientific thinking terms to take weak students to the right knowledge path. 6 - Facilitator who provides and allows students to the needed goals formulated in previous and increase motivation by providing the necessary activities and working papers then guide and support them to the sources of knowledge. 7 - Guider through prompt students to achieve the goals needed to be achieved. 8- Teacher teaches skills, values and attitudes at all levels. 9 -Sourer as an important source of knowledge. 10 - The sender and the receiver at the same time within a channel of communication to identify the nature of the material either audible or visual. 11 - Linker and organizer of social relations within the classroom and other classrooms in the school small community. 12 - Commander to lead groups and push them to get out recommendations that support the educational process and social issues. It is necessary during training the teachers to prepare them with a special preparation in which to provide teachers the general culture in the various fields of knowledge and provide them with humanitarian culture and behavioral specialist to let them carry out effectively professional teaching. RESULTS Table 1. Differences on the first axis Paired Samples Statistics First axis Average Number of sample Standard deviation Pre 3.7895 19 1.58391 Post 5.5263 19 1.30675 Paired Samples Test First axis Paired differences T value Degrees of Significance at Size effect Average differences Deviation differences freedom 0.05 Pre - Post -1.73684 1.75885-4.304 18.000 50.7 % 1 look for the significance value T where it is smaller than 0.05, which is indicate that there are differences between the pre measurement and the post measurement refer to the post measurement in the first axis of the training program (the first standard in the teacher domain: planning for teaching and learning processes). There are statistically significant differences between the pre measurement and the post measurement refer to the post measurement in the first axis of the training program (the first standard in the teacher domain: planning for teaching and learning processes), which is indicating for the effectiveness of the Web Quest strategy with this axis.

Naguib 114 Table 2. Differences on the second axis Paired Samples Statistics First axis Average Number of sample Standard deviation Pre 7.9474 19 2.12063 Post 9.0526 19 2.36816 Paired Samples Test Second Paired differences T value Degrees of Significance at 0.05 axis Average differences Deviation differences freedom Pre - Post -1.10526 2.64354-1.822 18.085 2-look for the significance value T where it is greater than 0.05, which is indicate that there are absence in differences between the pre measurement and the post measurement in the second axis of the training program (the second standard in the teacher domain: implementing for teaching and learning processes). There are no statistically significant differences between the pre measurement and the post measurement in the second axis of the training program (the second standard in the teacher domain: implementing for teaching and learning processes), which is indicate for the lack of effectiveness of the Web Quest strategy with this axis. Table 3. Differences on the third axis Paired Samples Statistics First axis Average Number of sample Standard deviation Pre 4.3158 19 1.63478 Post 5.5263 19 1.61136 Paired Samples Test Third axis Paired differences T value Degrees of freedom Significance at 0.05 Size effect Average differences Deviation differences Pre - Post -1.21053 2.29925-2.295 18.034 27 % 3-look for the significance value T where it is smaller than 0.05, which is indicate that there are differences between the pre measurement and the post measurement refer to the post measurement in the third axis of the training program (the third standard in the teacher domain: using effective assessment strategies). There are statistically significant differences between the pre measurement and the post measurement refer to the post measurement in the third axis of the training program (the third standard in the teacher domain: using effective assessment strategies), which is indicated for the effectiveness of the Web Quest strategy with this axis. Table 4. Differences on the forth axis Paired Samples Statistics First axis Average Number of sample Standard deviation Pre 2.5789 19 1.07061 Post 3.4211 19.83771 Paired Samples Test Forth axis Paired differences T value Degrees of freedom Significance Size effect Average differences Deviation differences at 0.05 Pre - Post -.84211 1.38497-2.650 18.016 28 % 4- look for the significance value T where it is smaller than 0.05, which is indicate that there are differences between the pre measurement and the post measurement refer to the post measurement in the forth axis of the training program (the forth standard in the teacher domain: dealing with effective vocational activities). There are statistically significant differences between the pre measurement and the post measurement refer to the post measurement in the forth axis of the training program (the forth standard in the teacher domain: dealing with effective vocational activities), which is indicate for the effectiveness of the Web Quest strategy with this axis.

Naguib 115 Table 5. Differences on the total degree Paired Samples Statistics Total degree Average Number of sample Standard deviation Pre 18.6316 19 3.51521 Post 23.5263 19 5.10303 Paired Samples Test Total degree Paired differences T value Degrees of Significance at Size effect Average differences Deviation differences freedom 0.05 Pre - Post -4.89474 4.70100-4.539 18.000 53 % 5- Look for the significance value T where it is smaller than 0.05, which is indicate that there are differences between the pre measurement and the post measurement refer to the post measurement in the training program There are statistically significant differences between the pre measurement and the post measurement refer to the post measurement in the training program which is indicate for the effectiveness of the Web Quest strategy with the suggested training program. DISCUSSION OF THE RESULTS Look for tables numbers (1-3 4-5) illustrated the presence of statistically significant differences between the pre measurement and the post measurement. This refers to the effectiveness of the Web Quest strategy and its impact on improving the suggested training program and some from its axis (standards of teacher domain :Planning for teaching and learning process Using variety methods of assessment Dealing with effective development professional activities). Look for Table number (2) illustrated the lack of differences between the pre measurement and the post measurement in one of the axis of the suggested training program about one of the standard of the teacher domain which is the implementation of teaching and learning processes. The researcher see that this lack may be due to: that this axis need adequate time and multiple sessions in interactive classrooms, which would entail a change in the habits, attitudes and skills of teaching for teachers. From the previous discussion, the researcher see that the Web Quest strategy has high effectiveness in the standards related to collecting information or knowledge with evident, although the standards relating to the acquisition some skills or modification in behaviors the web quest strategy has no effect, may be the standards which need changing the skills and attitudes in teaching needs to change in some procedures of the web quest strategy. So we can say that the web quest strategy is a strategy for cognitive structural education. Analysis the results The web quest strategy takes some steps for implementation, the trainer begins with a small interesting introduction to attract trainees to the subject of the suggested training program (the roles required from the teacher in the light of quality assurance document), then the trainer distributes the trainees to work in groups, but each group must take name of any career which linked to the content of the suggested training program (standards of teacher domain) then distributes a set of tasks and questions on each career and leaving the trainees enough time to search on the Internet after providing them with the sources and sites associated with their own careers, questions and tasks. The trainees access to Web sites and search through various websites for reading information and collecting knowledge related to their own career and then organize and choose a way to display the results they have collected in a conference will be held in the classroom. The trainer will ask each group to choose someone to present their results from the previous procedures As for the rest of the trainees will attend the conference to exchange Scientific information collected by all members of the career (Group) with the aim of learning will (happen) occur for all content parts of the suggested training program through exchange knowledge between trainees for all careers in a scientific conference. The researcher noticed that the sample (trainees) scores have improved in the axis (one standard of teacher domain) associated with the career they have chosen from the beginning of implementing Web Quest strategy and their scores in the rest axes (the rest of standards of teacher domain) which associated with other trainees of other careers have changed slightly. This indicates that the impact and effectiveness of the strategy is very clear with the part which the sample (trainees) are collecting for it information and organizing for it the presentation for the conference, but the rest procedures of the strategy made little impact, for the parts in which the working groups will benefit from each other during the conference, which may be due to the attention of the sample (trainees) for the information related to the axis only required from them in the suggested training program and not paying attention to the information for the other axes during the conference presentation, which indicates that the strategy needs to be adjusted and adapted in the latter part of its procedures (Conference) and by that the strategy can do its role.

Naguib 116 RECOMMENDATION OF THE STUDY The teacher is the tool and means for influencing the success of the educational process. And within the concept of the modern techniques of education the teacher is not a carrier of information and ideas, but he is a systematic guide directed critic of ideas and educational activity which is on this basis one of the important elements in educational technology, which necessitated from him to understand and deal with it. The study concludes with a proposal to provide visualization to provide a training program for teachers to develop their professionally commensurate with standards of the teacher domain at the National Authority of Quality Assurance and Accreditation for Education document. So the search has put forward a set of recommendations: - The need for planning teacher`s training programs on scientific basis starting from the descriptive analysis to setup process itself in the scientific and cultural aspects. - Starting the processes of developing industrial schools through committees and working groups at the Ministry of Education to implement the comprehensive quality standards in the industrial schools to include all areas related to the educational process and to ensure its achievement and persistence, and this requires from these committees the realization of the concept of quality comprehensive and the standards must be applied in industrial schools. - The transition from the traditional learning to the e-learning in teacher training programs and application of modern technology through the use of software, the scientific material and the internet and made available in the form of audio and visual media and the use of technology skills to deal with each of the student and the teacher alike. - Development and encouraging of scientific research in the area of teacher training programs and increase its funding, and relies teacher`s training programs on the research results and educational studies as a basis for development and improvement its practices and activities, and these research studies must be one of the basic components of teacher`s training programs. - Create a teacher training center in follows with education colleges and industrial education colleges, which must coordinate and cooperate in the implementation of training programs with the department of training at the Ministry of Education. References Abdel AI, Moussa E(2010). Challenges in creating development system for technical trainer, Saudi committee magazine for educational and psychological science, education college, King Saud University.13:1431. Abdel KB, Abdullah A, Abdul AB, Abdullah S(1997). Internet access in education - e-school project, the Ministry of Education. Abdel MB, Mesfar B, Hassan E(2000) Effectiveness of training program to acquisition Math s teacher some effective learning skills, Saudi Arabia, education college, Om elkora University. Pp.1431. Adnaan A, Nasser S, Bishara I(2011). The development of thinking skills: theoretical models and practical applications, the march Publishing and Distribution, Oman,. Ahmed Y(2008). Educational Psychology, Dar Janadriah publication and distribution, Oman. Ali MNA(1994). Basics of planning and organizing vocational training process, Arabic centre for vocational training and preparing trainers, Arabic labour council, Libya. Ali R(2003). Develop roles and properties of Egyptian teacher, Arabic Dar of thinking, Cairo. Awsaf D(2006). Training needs for teachers of pre university schools in technical education field, volume 22, No.2. Basem SME(2011). Effectiveness of training program to develop professions competencies for pre university student / teacher in light of teachers preparing strategy(2008), college of education, el Azhar University. Dodge B (1995). Some thoughts about Web Quest. Edward de B, Abdul la (2011). Improving the six thinking hats manner, Media House, Oman. Halat E (2008). A good teaching technique: Web Quest, the clearing house, Hattie J(2008). Visible learning: a synthesis of over 800 analyses relating to achievement. NY: Rout ledge. Hattie J(2011). Visible learning for teachers: maximizing impact on learning. Howard G(2002). Frameworks mind: the theory of multiple intelligences,translation: Dr: Mohamed Galal Jayousi, the Arab Bureau of Education for the Gulf States, Bureau of Education for the Gulf States. http://webquest.org/index.php. http://www.webquestdirect.com.au/goldforce/roles.htm. Mahmoud AM(1987). "Teacher: patterns and roles in heritage and modern education", J. Edu. Studies. Issue 2, 1986/1987, Al Ain Educational Zone. Medhat AA(provide year of publication). Arab world entered the twenty-first century and weighed seventy million illiterate, mostly women. Ministry of Education; Industrial schools laws and decrees, 2014. Mohamed AT(2008). Roles of the teacher in effective education,. Nadia AS(2013). (summary Research of (Badreya elmafrag and others; Recent trends in preparing teacher and develop his profession, Ministry of education, educational research department, educational development management, reforming educational research unit, 2006-2007). National authority for quality assurance and accreditation of education; Booklet of accreditation for pre university schools (processes of accreditation technical schools) 2014. National authority for quality assurance and accreditation of education; Booklet for industrial schools teachers, 2014. Ray R(2004). An authoring system for adaptive hypermedia teaching recourse libraries, Journal of computing in higher education, Vol.92, No.2. Richards T (2004). Teaching on the internet - Meeting the challenge of electronic learning..professional academy for teachers; Booklet for industrial schools teachers, 2014. Shaver J(2005). Productivity program: The use of technology to improve writing skills (project2003-2004 school year), State-wide Evaluation Project,. Shields M(2004). The impact of the internet on teaching and learning in education as perceived by teachers and students, library media specialists.

Naguib 117 Susan MB(2012). How can you evaluate the thinking skills at higher levels in your class? Translation: the Arab Bureau of Education for the Gulf States, Bureau of Education for the Gulf States.

Naguib 118 Appendix 1 Analysis for quality assurance standards document for teacher field Teacher field consists of four standards and each criterion consists from numbers of indicators and for each indicator numbers of practices. 1-Planning for the teaching and learning processes 1-1Teacher is planning for teaching and learning processes in the light of target learning outcomes: 1-1-1 Teacher designs lessons to achieve integrated development in the learner personality. 1-1-2 Teacher designs teaching and learning strategies centered on the learner, and achieve the target learning outcomes in the cultural subjects. 1-1-3 Teacher designs teaching and learning strategies centered on the learner, and achieve the target learning outcomes in the professional technical subjects. 1-1-4 Teacher is planning the professional training subjects to let learners earns the required educated professional skills. 1-1-5 Teacher designs methods and tools of evaluating suitable with target learning outcomes of cultural subjects. 1-1-6 Teacher designs methods and tools of evaluating suitable with target learning outcomes of professional technical subjects. 1-1-7 Teacher designs methods and tools of evaluating for practical skills that are suitable with the target practical & skills learning outcomes. 2-Implementation of teaching and learning processes. 2-1The teacher can develop the cognitive, skill and attitude learning aspects of learners: 2-1-1 Teacher uses teaching and learning strategies to achieve the target learning outcomes in the cultural subjects. 2-1-2 Teacher uses teaching and learning strategies to achieve the target learning outcomes in the professional technical subjects. 2-1-3 Teacher is linking between scientific subject and the labor market needs & problems. 2-1-4 Teacher directs learners to work in productive educational projects. 2-1-5 Teacher performs plans for educational activities in order to achieve learning outcomes in technical subjects. 2-2The teacher manages the learning process efficiently: 2-2-1 Teacher manages learning time efficiently suitable with the learners abilities and to achieve the target learning outcomes. 2-2-2 Teacher uses materials, tools, and equipment in labs and workshops in teaching and learning processes. 2-3The teacher performs educational enrichment activities to achieve learning outcomes: 2-3-1 Teacher encourages learners to use multiple knowledge resources. 2-3-2 Teacher directs learners to work in multi-educational activities. 2-3-3 Teacher uses variety enrichment activities to develop talent of learners. 3-Using effective methods of evaluating 3-1The teacher uses variety methods to evaluate learning outcomes: 3-1-1 Teacher uses variety tools to evaluate cognitive learning outcomes for cultural subjects. 3-1-2 Teacher uses variety tools to evaluate cognitive learning outcomes for technical subjects. 3-1-3 Teacher uses variety tools to evaluate practical & skills learning outcomes for technical subjects. 3-1-4 Teacher uses variety tools to evaluate emotional learning outcomes. 3-2 Benefit from the results of learners assessments to provide feedback appropriate to them: 3-2-1 Teacher works to improve learners performances in light of the assessments results of technical professional subjects.

Naguib 119 3-2-2 Teacher discusses evaluation results with stakeholders and specialists of technical subjects to follow the level of progress of learners. 4-Doing effective professional activities 4-1Teacher provides supportive classroom environment for teaching and learning processes: 4-1-1 Teacher provides classroom environment to encourage learners to discuss, dialogue and accept the others opinion. 4-1-2 Teacher deals with learners with equality, transparency and justice. 4-2 The teacher is available to develop himself professionally: 4-2-1 Teacher uses the content of training courses in the educational process. 4-2-2 Teacher uses multiple resources of knowledge in the educational & specialization fields. 4-2-3 Teacher exchanges professional experiences with colleagues. 4-2-4 Teacher reforms his performances in the light of evaluation results. Appendix 2 Cairo University Institute of Educational Studies Curricula & Methodology Department Questionnaire for expertise to revise the bases of training program Dear Expertise, The researcher is doing a paper its title is Suggested training program based on Web Quest strategy to develop industrial schools teachers roles in light of Quality Assurance Standards. And the paper goals are to construct a training program to raise teachers roles inside their classrooms. The training program will be based on web quest strategy, and as you know the strategy depend upon some careers and for each career there will be some tasks & duties, and the trainee will be asked to search and bring out information, so it needs websites as resources for knowledge, to facilitate the tasks from the trainees. I created the careers, their tasks, and names of websites in the light of quality assurance document needs (teacher field), so I need from you to revise the careers, tasks and websites as recourses from your point of view and write your opinion. N.B. attached with the questionnaire the teacher field as a domain in the national authority for quality assurance & accreditation of education document with its standards, its indicators & practices, to be suitable for you while checking the names of careers, their questions and the websites names. Many thanks, Dr. Ghada Naguib Lecturer of Curricula & Methodology g_nageeb@hotmail.com Questionnaire for expertise to revise the bases of training program Name ; ------------------------------------ Province ; ----------------------- Careers, tasks and websites Suitable Unsuitable Strategist: What a good plan for any lesson at industrial education books? 1-What are steps to design lesson plan to achieve integrated development in the learner personality? 2-What are the obstacles in designing teaching and learning strategies centered on the learner? 3-What are positives from a good lesson plan? 4-What are opportunities resulting from achievement the target learning outcomes? 5-What are challenges in formation evaluation methods suitable with the target learning outcomes? Websites as resources: www.ksa-teachers.com/forums/, www.arado.org.eg/homepage/tradetail Industrial teacher: What roles should the teacher does inside the industrial school? 1-What are roles of cultural subject s teacher to achieve the target learning outcomes? 2-What are roles of technical subject s teacher to achieve education centered on learner? 3-What are roles of practical subject s teacher to achieve a good classroom management? 4-What are educational situations that develop life skills for learners? 5-What are difficulties which linking scientific subjects and labor market needs? 6-What are challenges which linking scientific subjects and community problems & needs? Websites as resources: academy.moe.gov.eg/academy, professional academy for teachers, www.moe.gov.eg

Naguib 120 Continuation of appendix 2 Trainer of teachers: What are evaluation methods which are suitable in achieving integrated development for the learner at the industrial school? 1-What are diverse evaluation methods to achieve cognitive, skills and emotional learning outcomes? 2-What are the chances for a teacher in improving the performances of learners in the light of evaluation results? 3-What are difficulties in implementing assessment tools suitable for learners with difficulties in learning? 4-What are obstacles in formatting treatment programs for learners with difficulties in learning? 5-What are the challenges faced the teacher while discussing evaluation results of his students with the concerned to follow up the level of his students in our schools? Websites as resources: www.naqaae.eg, www.qqa.edu.bh Director of assessment center: What are sustainable professional training courses for industrial teacher from your point of view as a trainer? 1-What are trainings proposed for industrial teacher that will develop his professionally? 2-What are timetable proposed for working on educational productive projects & activities that can be benefit for the teacher? 3-What are difficulties in using multiple sources of knowledge and provide a suitable classroom environment which encourages learners to discuss, dialogue and accept the other opinion? 4-What are challenges can be faced with the teacher during follow-up the implementation of a variety enrichment activities to develop talent learners? Websites as resources: www.nceee.edu.eg, www.fayoum.edu.eg/dsasc, www.ju.edu.sa

Naguib 121 Appendix 3 Webquest. Strategy Introduction Tasks Knowledge resources Time table for processes Conference & evaluation Final & end Strategist. www.ksateachers.com/forums/ When I was coming to the training center, I met one from the trainees. She asked me about the right directions to the training center. And when she knew that I will go the same place, she asked me about my class number that I will take my training in it. I told her, I don`t know. She was surprised and advised me that I must know my class number before coming any training by researching using my account on the training center webpage to know from it the number of my class training. When we entered the same class and I started presenting myself, she discovered that I was the trainer not a trainee like her. Can you complete the story. What a good plan for any lesson at industrial education books? 1-What are steps to design lesson plan to achieve integrated development in the learner personality? 2-What are the obstacles in designing teaching and learning strategies centered on the learner? 3-What are positives from a good lesson plan? 4-What are opportunities resulting from achievement the target learning outcomes? 5-What are challenges in formation evaluation methods suitable with the target learning outcomes? Industrial teacher. What roles should the teacher does inside the industrial school? 1-What are roles of cultural subject s teacher to achieve the target learning outcomes? 2-What are roles of technical subject s teacher to achieve education centered on learner? 3-What are roles of practical subject s teacher to achieve a good classroom management? 4-What are educational situations that develop life skills for learners? 5-What are difficulties which linking scientific subjects and labor market needs? 6-What are challenges which linking scientific subjects and community problems & needs? www.arado.org.eg/hom epage/tradetail academy.moe.gov.eg/a cademy professional academy for teachers www.moe.gov.eg Day 1: 1-Trainees will acquaintance with others and will present themselves. 2- Pre- test for all trainees. 3- Trainer will present for trainees the concept of Web Quest strategy - Web Quest strategy steps. 4-Trainer will distribute on the trainees a chart init different careers questions for each career websites for questions. 5-Trainer will feed trainees with timetable. Day 2: 1- Trainee will look in strategy chart, read it and discuss it with his group. 2- Trainee will implement the tasks (enter websites related to the questions & tasks for his career). 3- Trainee will prepare the information that will be obtained from websites in the form of presentations. Day 3: 1-Trainee will prepare for the conference. 2-Trainee will deal with the conference. 3-Trainee will summarize the information which will be obtained in the form of recommendations. Day 4: 1-Trainee will evaluate other trainees while they are perform their roles. 2-Post test for all trainees. 2-Trainee will write the trainer recommendations in the form of important notes.

Naguib 122 Director of assessment center. What are sustainable professional training courses for industrial teacher from your point of view as a trainer? 1-What are trainings proposed for industrial teacher that will develop his professionally? 2-What are timetable proposed for working on educational productive projects & activities that can be benefit for the teacher? 3-What are difficulties in using multiple sources of knowledge and provide a suitable classroom environment which encourages learners to discuss, dialogue and accept the other opinion? 4-What are challenges can be faced with the teacher during follow-up the implementation of a variety enrichment activities to develop talent learners? Trainer of teachers. What are evaluation methods which are suitable in achieving integrated development for the learner at the industrial school? 1-What are diverse evaluation methods to achieve cognitive, skills and emotional learning outcomes? 2-What are the chances for a teacher in improving the performances of learners in the light of evaluation results? 3-What are difficulties in implementing assessment tools suitable for learners with difficulties in learning? 4-What are obstacles in formatting treatment programs for learners with difficulties in learning? 5-What are the challenges faced the teacher while discussing evaluation results of his students with the concerned to follow up the level of his students in our schools? www.nceee.edu.eg www.fayoum.edu.eg/ds asc www.ju.edu.sa www.naqaae.eg www.qqa.edu.bh

Naguib 123 Appendix 4 Cairo University Institute of Educational Studies Curricula & Methodology Department Questionnaire for expertise to revise the training program Dear Expertise, The researcher is doing a paper its title is Suggested training program based on Web Quest strategy to develop industrial schools teachers roles in light of Quality Assurance Standards. And the paper goals are to construct a training program to raise teachers roles inside their classrooms. The training program will be based on web quest strategy and as you know the training program must contain from the components :objectives - content - activities - evaluation. I created the training program in the light of web quest strategy, so I need from you to revise the training program components :objectives - content - activities - evaluation, from your point of view and write your opinion. N.B. attached with the questionnaire the web quest strategy which has been constructed to be the basic for this program, to be suitable for you while checking S. = Suitable or Us. = Unsuitable for each statement of the components of the training program: objectives - content - activities - evaluation. Many thanks, Dr. Ghada Naguib Lecturer of Curricula & Methodology g_nageeb@hotmail.com

Naguib 124 Objectives Content Activities Evaluation Statement S. Us. Statement S. Us. Statement S. Us. Statement S. Us. At the end of the training program the The concept of Web Quest trainee will be able to: strategy. 1 - Understand the objectives and the general content of the training course. 2 Discover the concept and steps of the Web Quest strategy. 3 - Explore the roles required from the teacher in his classroom due to the quality assurance & accreditation document. 4- Observe other teachers while pretending some of their roles. 5 - Choose a career he wants to be exercised during the training days. 6- Identify the tasks steps. 7 - Practices the tasks in the light of the timetable. 8 - Use the Internet to access websites that could benefit him in the knowledge construction. 9-Analyze a film recorded on it some expert teachers while they are performing their roles in classroom. 10 - Form and process the data obtained from the websites. 11 Prepare to attend the conference. 12 Practice his role within the conference. 13 - Summarize the important roles of teacher in the classroom. 14 - Do his required roles in the classroom with high degree of skills. 15 - Evaluates his colleagues during their performance. Web Quest strategy steps. Trainee guide book includes a special part of enrichment readings: (Standards associated to the teacher field Concept and steps of Web Quest strategy Methods of analyzing films and ways to write important points Topics related to the roles of the teacher in the classroom Different ways of presentations Topics about roles in the conference Topics about parallel discussion style methods Topics about the different between debates & parallel discussion style methods - Ways to summarize and how to get out the recommendations from the summary - Topics about the evaluation criteria Topics about the evaluation indicators & practices). Teachers perform and represent some of their roles in the classroom. The trainer will distribute the trainees on the different careers - distribute the questions for each career - distribute the paper in it useful websites for each career. Trainees will look in tasks table, read it and discuss it with the trainer. Trainees start to enter the sites written in the tasks steps schedule, then explore the information from the Internet. Trainer will use an video & film recorded on it some expert teachers while they are performing their roles in classroom. Trainees will prepare the information that were obtained in the form of power point presentations. Trainees will prepare for a conference and do required roles in the conference. Trainees will draw chart about the important teachers roles. Trainees will simulate a small part beside his colleagues. 1 Draw a chart explains in it how to plan for a lesson. 2 - What are teaching and learning strategies centered on the learner? 3 - What are methods and tools of assessment those are suitable with the target learning outcomes 4 - How do you improve learner s performances in the light of the evaluation results? 5 - Explain how to discuss the evaluation results with stakeholders? 6 - Explain ways of using multiple sources of knowledge in the specialization and educational field. 7- Write about the methods of teacher to exchange experiences with colleagues.

Naguib 125 Appendix 5 Questionnaire to evaluate teacher`s knowledge Name; ------------------- Department; ------------------- First Axis: Planning for teaching and learning process: 1 Draw a chart explains in it how to plan for a lesson which is scheduled to teach. 2 - What are teaching and learning strategies centered on the learner which achieves the target learning outcomes (cognitively). 3 - What are teaching and learning strategies centered on the learner which achieves the target learning outcomes (skills). 4 - What are teaching and learning strategies centered on the learner which achieves the target learning outcomes (emotional). 5 - What are methods and tools of assessment those are suitable with the target learning outcomes (cognitively). 6 - What are methods and tools of assessment those are suitable with the target learning outcomes (skills). 7 - What are methods and tools of assessment those are suitable with the target learning outcomes (emotional). Third Axis: Using effective assessment methods: 1 - How do you improve learner s performances in the light of the evaluation results? 2 - Explain how to discuss the evaluation results with those concerned to follow the progress of learners. 3 - Explain the utilization of evaluation results in promoting treatment programs for learners with difficulties in learning. Forth Axis: Doing effective professional activities: 1 - How do you use the content of the training courses which you participate in the educational process? 2 - Explain ways of using multiple sources of knowledge in the specialization and educational field. 3 - Write about the methods of teacher to exchange experiences with colleagues. 4 - Explain the steps the teacher uses to modify his performances in the light of the evaluation results. Appendix 6 Observation card to evaluate teacher`s skills & attitudes Name; ------------------- Department; ------------------- Major skills Minor skills Level of performance 1 2 3 4 Teacher designs lessons 1-Teacher designs lessons to achieve growth to achieve integrated in knowledge side of the learner personality. development in the learner personality: 2-Teacher designs lessons to achieve growth in skill side of the learner personality. 3-Teacher designs lessons to achieve growth in the emotional side of the learner Teacher designs teaching and learning strategies centered on the learner: Teacher Designs evaluation tools & methods suitable with the target learning outcomes: personality. 1-Teacher designs teaching and learning strategies centered on the learner to achieve the target learning outcomes (cognitively). 2-Teacher designs teaching and learning strategies centered on the learner to achieve the target learning outcomes (skills). 3 -Teacher designs teaching and learning strategies centered on the learner to achieve the target learning outcomes (emotional). 1- Teacher Designs evaluation tools & methods suitable with the target learning outcomes (cognitive). 2-Teacher Designs evaluation tools & methods suitable with the target learning outcomes (skills). 3-Teacher Designs evaluation tools & methods suitable with the target learning outcomes (emotional).

Naguib 126 Appendix 6 continuation The teacher can develop learning aspects of learners: Teacher manages the learning process efficiently : Teacher uses enriched educational activities to achieve learning outcomes : Teacher provides a suitable classroom environment: The teacher uses a variety of methods to evaluate learning outcomes: The teacher benefit from the results of evaluation of his learners in providing appropriate feedback to them: Teacher is keen to develop himself professionally: Teacher takes advantage from the feedback which provided to him: 1-Teacher uses teaching and learning strategies to achieve target learning outcomes. 2-Teacher uses teaching and learning strategies appropriate for individual differences. 3-Teacher uses learning situations to develop life skills for learners. 4-Teacher connects between the scientific subject and labor market needs. 5-Teacher connects between the scientific subject and the needs & problems of society. 1-The teacher modifies in the plan time to suit the capabilities of learners and the educational requirements process. 2-The teacher hiring tools and equipment in the teaching and learning processes. 1-The teacher encourages learners to use multiple sources of knowledge. 2-The teacher directs the learners to work in educational productive activities, projects. 3-The teacher uses a variety enrichment activities to develop talent learners. 1-Teacher provides suitable classroom environment to encourage learners to discuss, create dialogues and accept the other opinions. 2-Teacher deals with learners with transparency, equality and justice. 1-The teacher uses a variety of methods to evaluate the target learning outcomes learning outcomes (cognitive). 2- The teacher uses a variety of methods to evaluate the target learning outcomes learning outcomes (skills). 3-The teacher uses a variety of methods to evaluate the target learning outcomes learning outcomes (emotional). 4- The teacher uses assessment tools suitable with learners have learning difficulties. 1- The teacher works to improve the performances of learners in the light of the assessment results. 2- The teacher Discusses evaluation results with those concerned to follow the progress level learners. 3- The teacher benefit from evaluation results in providing treatment programs for learners with difficulties in learning. 1- Teacher employs the content of training sessions which he participated in the educational process. 2-Teacher uses multiple sources of knowledge in the area of specialization and educational. 1-Teacher exchanges experiences with colleagues. 2-Teacher modifies his performances in the light of the evaluation results.