شبكة المعلومات العربية التربوية

The aim of the present study is to diagnose and identify the Primary School teachers’ training needs in developing teaching competencies in classroom basing on their point of view and by using a questionnaire including (25) competencies distributed in (03) Areas: lesson planning (05) items, lesson practice (15) items, lesson evaluation (05) items This was applied on a random sample of (86) of both male and female teachers. We have adopted in this study a descriptive analytical approach. After analyzing the data collected the results have shown that the questionnaire statements representing the target competencies are signaled "very important" by most teachers. This reveals that teachers need training in all indicated competencies very significantly, as shown in the following descending order of needs: 1- lesson practice (87,66%) . 2- lesson evaluation (84%). 3- Lesson planning (approximately 78.66 %). Also, the results have shown the population sample share similar needs regarding their type of science qualification (educational/non-educational), whereas there are significant differences concerning needs for training between experienced and inexperienced teachers. Those cumulating less than 6 years in teaching express strong needs than very experienced teachers. (Published Abstract)