الإعداد التتابعي و التكاملي للمعلم الجامعي بين الواقع و المأمول : دراسة ميدانية على جامعة طنطا \

Abstract EN

This research aimed at exploring the reality of teacher preparation in terms of both integrative and sequential systems so as to identify the pros and cons of them as well as finding more positive alternatives for activating both preparation systems.

The research utilized the descriptive survey research design.

A questionnaire was administered to sample which comprised of (405) senior students at the faculty of Education, TantaUniversity and (196) students of General Diploma of Education at the same faculty.

Results indicated that significance of both questionnaire dimensions was moderate, from the perspective of the participants.

It came as follows: the second dimension related to the requirements for developing integrative and sequential programs of teacher preparation at the faculty of education then the first dimension related to the reality of integrative and sequential teacher preparation.

Mean relative weights of the items on both dimensions ranged between (1.762) and (2.883).

In addition, results showed that there were no statistically significant differences in the participants'' responses on both dimensions (significance level= 0.05) attributed to gender or higher qualification.

However, there were statistically significant differences in the participants'' responses on the first dimension (significance level= 0.05) attributed to experience, study status and job.

The participants'' responses on the second dimension yielded no significant differences in this regard.