This research aimed to identify the training needs of teachers in primary school which apply the inclusion system in Egypt, in the light of some variables, Qualification (educational - non-educational), Residence (rural- urban), experience (1-5, 6-10, more than 10 years). To that end, study determined the concept of training needs, their areas and the approaches of their identification, and the teacher's roles amid the inclusion system. The researcher designed a questionnaire to identify the training needs of primary school teachers in Egypt in the following areas: (Planning for learning process), (practice of learning process), (evaluation of learning process), (professional development of the teacher), the random sample consisted of (811) teachers in the primary school in Egypt. The results indicated a high degree of training needs of primary school teachers in Egypt, additionally, there were statically significant differences between study variables, in favor of non-educational Qualification, urban environment, and 6-10 years of experience for the total questionnaire.
Al Makkawi, I. (2019). Training needs of inclusive primary school teachers in Egypt. المجلة التربوية لکلية التربية بسوهاج, 68(68), 268-363. doi: 10.21608/edusohag.2019.54715
MLA
Ismail Al Makkawi. "Training needs of inclusive primary school teachers in Egypt", المجلة التربوية لکلية التربية بسوهاج, 68, 68, 2019, 268-363. doi: 10.21608/edusohag.2019.54715
HARVARD
Al Makkawi, I. (2019). 'Training needs of inclusive primary school teachers in Egypt', المجلة التربوية لکلية التربية بسوهاج, 68(68), pp. 268-363. doi: 10.21608/edusohag.2019.54715
VANCOUVER
Al Makkawi, I. Training needs of inclusive primary school teachers in Egypt. المجلة التربوية لکلية التربية بسوهاج, 2019; 68(68): 268-363. doi: 10.21608/edusohag.2019.54715
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