الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study aimed to develop a proposed strategy for developing professional development policies for pre-university teachers in light of the philosophy of virtual education. The study used the ”descriptive research method”, including scientific, methodological, analytical and field steps.
The study used a questionnaire prepared by the researcher consisting of (11) axes that represented the contemporary approaches and trends to professional development policies and their applications for pre-university education teachers. It was applied to a sample of (1500) individuals, including 1423 teachers, and 77 school principals and agents within (15) educational departments in three Different governorates of the Arab Republic of Egypt are the governorates (Cairo, Dakahlia and Sohag), with a number of (100) teachers, principals and agents from each educational administration.
The study reached several results, the most important of which are: the presence of many shortcomings and weaknesses in professional development policies with regard to strengthening opportunities for international competitiveness, developing the professional identity of the teacher, applying virtual training and distance training systems, focusing on the school as a unit for the professional development of the teacher, and applying the professional accreditation system. For the teacher, with many obstacles and challenges preventing the development of professional development policies for pre-university education teachers in light of the philosophy of virtual education. The strengths, weaknesses, opportunities, and threats facing the development of professional development policies for pre-university education teachers were also extracted in light of the philosophy of virtual education.
In light of the results of the theoretical and analytical framework of the current study, its field results, and the results of previous studies, the study presented a proposed strategy for developing professional development policies for pre-university education teachers in the light of the philosophy of virtual education. The professional identity of the teacher, expanding the application of virtual training systems and remote training in teacher professional development programs, applying quality, accreditation and excellence systems in teacher professional development programs, developing the goals and plans of these programs, focusing on the school as a unit for teacher professional development, and applying the teacher’s professional accreditation system, including Upgrading his professional practices, focusing on procedural research as an entry point for professional development for teachers, and focusing on developing creative abilities as an entry point for professional development for teachers.
Key Words: strategy - professional development policies - philosophy of virtual education - pre-university education.