Abstract
The aim of this research is to treat the shortcomings of teacher training programs in Saudi Arabia. Some of these programs are not able to fulfill the requirements of professional development because they neglect the impact of different interaction patterns (group and content–individual, content, and trainer–group, content, and trainer) within the e-training environment. This research used the experimental approach with a quasi-experimental design. The research sample was limited to a random sample consisting of 60 mathematics teachers, who were randomly divided into three experimental groups, equally. The results revealed that there are statistically significant differences at 0.05 between the average scores for middle school mathematics teachers in the post application of the cognitive achievement test, observation card, and product evaluation card related to the skills of producing interactive lessons due to the impact of the different interaction patterns in the e-training environment.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Eurasia Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
