الفهرس 
الفصل الأول: الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The world is facing a massive revolution in information and technology, and the development and industry of knowledge has become one of the things of the present era.Training is the appropriate means to invest the available effective possibilities to build human and material frameworks, push society forward, and serve to provide individuals and leaders with the skills, knowledge and information that help them improve their performance and raise their efficiency in addressing the problems they face at work.
The teacher is the main element and ruler in the educational process, during his career s/he faces various variables that he can only face by providing him with the expertise that qualifies him through training and rehabilitation to keep up with the constant changes taking place in the world of knowledge. Teachers face many challenges under the fourth industrial revolution, which requires them to keep up with the development and join electronic training programs to raise efficiency and continuous improvement during the educational process.
Therefore, when planning for education, it is necessary to take into account the training of teachers so that they are able to adapt and interact with the requirements of the Fourth Industrial Revolution, as their qualification and upgrading will directly reflect on the support of students in their dealings with the future.
Identifying the Study problem:
The reality and evidence of the future confirm that the progress and advancement of the nation depends on its interest in education. In order to promote the educational process ,we must pay attention to the training and rehabilitation of teachers, as teachers in Egypt are great human wealth, where the number of male teachers is ( 400421 ) and the number of female teachers is ( 615279 ) and the total number of teachers according to the Central Agency for Statistics is ( 1015700 ).The system of in-service training is the basic means of promoting teachers’ levels and developing them professionally, but under the circumstance of the large number of teachers , there is inappropriate time and space, which can make it a daunting task and a burden added to the teacher’s burdens.
Some studies have confirmed - such as the study of Ibtisam Al-Sayed Thabet (2019), the study of Hamda bint Eid bin Muhammad Al-Maamari (2019), the study of Bahaa El-Din Al-Sayed Abdel Moneim Maklad (2009), the study of Mr. Muhammad Salem Zaidan (2018), the study of Magdy Muhammad Yunus (2018), the study of Mr. Mohamed Salem Zeidan (2018) - the importance of electronic training for teachers.
With the new challenges of the fourth industrial revolution at the Davos World Conference in 2016, teachers had to be trained and qualified in accordance with the requirements of the Fourth Industrial Revolution so that we could advance the educational process and keep pace with the new era in the light of the acceleration of technology and information circulation. It is clear that interest in the Fourth Industrial Revolution was shown in the scientific conferences held in 2019 such as the Fourth Industrial Revolution Conference and its impact on education (January 2019) in Oman, and the 8th International Conference of the Post Graduate Faculty of Education-Cairo University (November 2019) under the title” Education and the challenges of the Fourth Industrial Revolution “, so it was necessary to develop a plan for the teacher training system in accordance with the new requirements.
As such, the problem of the research can be tackled through answering the following questions:
(1) What are the theoretical and philosophical foundations of the e-training system for teachers in Egypt?
(2) What are the areas of the Fourth Industrial Revolution and its implications for the electronic training system?
(3) What is the reality of e-training for teachers?
(4) What is the proposed strategy to improve the electronic training system for teachers in light of the requirements of the Fourth Industrial Revolution?
Study objectives:
The study aimed at:
(1) Identify the theoretical and philosophical foundations of the electronic training system for teachers.
(2) Determining the requirements of the Fourth Industrial Revolution and the extent to which they are used in training teachers electronically.
(3) Analysis of the reality of e-training in the light of the Fourth Industrial Revolution.
(4) Identifying the most important features of the proposed strategy to improve the electronic training system for teachers in the light of the fourth industrial revolution.
The Study Path and its tools:
The study used ”the analytical descriptive approach aimed at studying circumstances and relationships and accurately describing activities and processes not only to determine the status but to determine its adequacy and suitability for future development aspirations, as it is the closest to the nature of the study and able to achieve its objectives. The study analyzed the reality of electronic training for teachers in Egypt by monitoring strengths and weaknesses, identifying opportunities and threats to identify the shortcomings of e-training for teachers as well as to identify the most important requirements of its application in light of the requirements of the Fourth Industrial Revolution.
Sample study and its tools:
The study was limited to Branches of the Professional Academy for Teachers in the governorates, and training departments in the Education Directorates and a sample of a group of specialists, including: The directors of the Professional Academy of Teachers, The training managers in the provincial departments of education, a sample of some teachers,
Steps of study:
To achieve the objectives of the study, the study has been evolved according to the following steps:
Step1: Addressed the first chapter in which: the introduction of research, previous studies, research problem, the importance of research, research objectives, research methodology, research tools, research sample, research boundaries, and research terms)
Step 2: Chapter 2 came to answer the first question of the study and addressed: historical introduction to e-training, what is e-training, the objectives and importance of e-training, the characteristics of e-training, forms and methods of electronic training, components of the electronic training system, the experiences of some countries in e-training, the evaluation of the electronic training system in Egypt in light of global experience).
Step 3: Includes the third chapter to answer the second question, which is the Fourth Industrial Revolution and its relationship to e-training and talks about: the conceptual framework of the fourth industrial revolution and its reflection on the electronic training system, the requirements of electronic training in light of the fourth industrial revolution, and the obstacles to electronic training in light of the fourth industrial revolution.
Step 4: Chapter 4 addressed the answer to the reality of electronic training for teachers through the application of the research, which includes: (methodology - procedures - results and analysis), a field framework that includes (field research and its tools - sample used - field research results - analysis of field research results - summary of theoretical and field results)
Step 5: Chapter 5, which reached a proposed strategy to improve the electronic training system for teachers in light of the Fourth Industrial Revolution.
Study results:
The study reached a number of results, the most important of which are:
E-training for teachers needs a clear vision and policy from the Ministry of Education.
- The most important obstacles to e-training for teachers are the lack of leadership adoption, poor infrastructure, and the lack of a clear vision for the Ministry of Education.
- The fourth industrial revolution applications are ill-employed in electronic training for teachers.
- Limited and weak regulated laws for electronic training and data preservation and trainee information.
- The research also reached the development of a proposed strategy to improve the electronic training system for teachers in the light of the fourth industrial revolution.