تصور مقترح لبرنامج إعداد المعلم الفلسطيني وفق حاجاته الوظيفية في ضوء مفهوم الأداء

Abstract EN

The aim of this study was to propose a program for in-service teacher training in Palestine to satisfy their professional needs, which were based on the performance approach.

To develop the proposed programs, an evaluation of the current teacher training programs was conducted and the needs assessment of the Palestinian teachers was prescribed.

The descriptive analytical method was in this study.

To cleat the needed data a questionnaire was developed which had two parts.

The first part consisted of thirty items related to the evaluation of current teacher training programs while the second part consisted of forty items related to the proposed training program.

The sample of this study consisted of (275) teachers which represented 15% of the total society of the teachers (1937) working in lower elementary and upper elementary schools, in Gaza Governance.

The results of the study revealed that total percent provided by the teachers for evaluating teacher training programs was 66.08%.

The highest percent was provided for the relation between trainer and trainee domain, while the lowest percent was provided for the domains of "time of training' "place of training" and "training facilities" .

In addition the study revealed the following results.

1-There were no statistically Significant differences at (α= 0.05) between teachers response of current training programs evaluation due to sex of teacher.

2- There were no statistically significant difference, at (α = 0.05) between teachers responses on current training programs evaluations due to the experience of the teacher.

3- There were no statistically significant differences at (α = 0.05) between teachers' response on current training programs evaluation due to the teacher is qualification.

4- There were statistically significant differences at (α = 0.05) between teachers' responses on current training program, evaluation due to number of training sessions attended by teacher innovator of those who attended three training sessions, or less, finally, the results revealed that the percent of teachers' response to the proposed training program was 85.94% whishes a high percent reflects the need for training programs based on professional needs.

The highest percent was provided for the domain of proposed academic training "Followed by the domain of "proposed performance skill' and finally the domain of 'proposed professional training' These results, reflected, the need for in-service teacher training based on the performance approach and supports the proposed program.