Availability of international indicators in the kindergarten teacher preparation program Children at the College of Education at King Saud University from the point of view of the faculty members

Abstract

This study aims to introduce the international indicators of the Kindergarten Teachers Preparation Program, monitor the reality, and analyze the availability of these indicators in the Kindergarten Teachers Preparation Program at the College of Education at King Saud University from the point of view of the faculty members.  In addition, to reveal statistically significant differences in the degree of availability of indicators international program. The researcher followed the descriptive survey method through a questionnaire distributed to the study population, which is kindergarten teachers at the College of Education at King Saud University. The study reached a number of results, most notably: the international indicators for the kindergarten teachers’ preparation program relate to a number of standards: (the planning standard, the education standard and classroom management, the scientific subject standard, the evaluation standard, the professional and ethical standard, the technical standard, and the societal standard.  The highest indicators were the societal criterion with an arithmetic average (4.35), followed by the education criterion and classroom management with an arithmetic average (4.20), then the planning criterion with an arithmetic average (4.15). Then, the professional and ethical criterion with an arithmetic average (4.10), then the evaluation criterion with an average Arithmetic (4.06), then the technical standard with an arithmetic average (4.01), then the scientific subject standard with an arithmetic average (3.95).  The study also resulted in the presence of statistically significant differences at the level of statistical significance (0.05) and less in the answers of the study sample members due to the degree variable, and the number of years of experience. The study also revealed that there were no statistically significant differences at the statistical significance level (0.05) or less in the answers of the study sample members due to the variable of specialization. The most important recommendations were: modernizing study systems and developing kindergarten teacher preparation programs at the College of Education at King Saud University.  In light of international trends and local needs, raising the efficiency of the curricula provided in the kindergarten teacher preparation program, and developing new educational programs, knowledge, and skill