الفهرس 
الفصل الأول الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The program accreditation focuses on the attention to specialized academic programs offered by the foundation uniquely, by recognizing the educational programs and services provided by the educational institution, whether an educational department or a university college, to meet the quality standards adopted in the educational content of the study programs. The study went through several procedures addressed by the researcher in five chapters: Chapter One: The general framework for research : This chapter addressed the problem of the study, its objectives, its importance, the method used in this study, previous studies, and the benefits of it, Study procedures. Chapter Two : Adoption of the Arabic Teacher Preparation Program: This chapter dealt with the program of preparing the Arabic teacher in terms of concept, objectives, importance, aspects of the preparation of the Arabic language teacher, and the systems for preparing the Arabic language teacher. He also addressed academic accreditation (programmatic) in terms of concept, importance, objectives, criteria of accreditation, justifications and stages of academic accreditation, constraints, and the requirement of accreditation for the program of preparing the Arabic language teacher with basic education< Chapter Three: Global expertise in academic accreditation for teacher training programs: This chapter mentioned some international experiences in the field of academic accreditation of teacher preparation programs including: Uae, Oman, Hashemite Kingdom of Jordan, Saudi Arabia, Kuwait, USA, France, Japan and England. Chapter Four: Field study procedures and results. Chapter Five: The results of the study and the proposed perception of the requirements for the adoption of the program to prepare the Arabic language teacher with basic education. The study found a set of results, the most prominent of which are: Development of the program to prepare the Arabic language teacher in accordance with the standards of the National Authority for Quality Assurance and Accreditation. Know the accreditation criteria and indicators needed to ensure the quality of preparing Arabic language teachers in basic education. Work to link the program of preparing the Arabic language teacher to the requirements of the labor market. Continuous review of the vocabulary used in the curriculum, and the distance from the overlap between different vocabularies. Increasing the culture of accreditation in the teacher preparation program to improve the education process and address weaknesses to achieve the desired educational goals. Develop a vision to strengthen the adoption of the program to prepare the Arabic language teacher, and to develop new and distinct programs in accordance with the requirements of the local and Arab labor market.