تحسين الإدارة الصفية والتوظيف التقني الداعم للتعلم العميق في الصفوف الأولية: بحث إجرائي قائم على المجتمعات المهنية بمدرسة ابتدائية ومتوسطة التحلية بإدارة تعليم جازان

Abstract

The study aimed to improve classroom management and the supportive technical integration for deep learning in the early primary grades through professional learning communities at Al Tahliya Elementary and Middle School, affiliated with the Jazan Education Administration. The study adopted the action research approach due to its suitability for the nature of the study, which aimed to improve classroom practices within the educational environment. The study sample consisted of (8) female teachers from the early primary grades, and an observation card entitled "Observation Card for Improving Classroom Management and Supportive Technical Integration for Deep Learning in the Early Primary Grades" was used as a data collection tool, which was applied pre- and post-intervention to measure the level of improvement after implementing the intervention. The intervention consisted of implementing a set of professional practices based on professional learning communities, including professional meetings, classroom visits, experience sharing, feedback, and professional reflection, with the aim of improving classroom management and technical integration within the classroom environment. The results of the study showed a clear improvement in all areas of the study after implementing the intervention, as the level of classroom management increased, the supportive technical integration for deep learning improved, and the level of female students' interaction and participation within the classroom environment increased. The results confirmed the effectiveness of professional learning communities in developing classroom practices and improving the quality of learning within the early primary grades. In light of the results, the study recommended expanding the application of professional learning communities within schools, enhancing applied training related to classroom management and supportive technical integration for deep learning, and encouraging action research as an approach to improving educational practices within the school environment.