شبكة المعلومات العربية التربوية

This study aimed at investigating the training needs of novice teachers in public and UNRWA schools in Jordan from their perspectives. The descriptive analytical approach was employed making use of a survey questionnaire consisting of (51) items distributed amongst three domains. The study sample consisted of (200) male and female teachers whose teaching experience is not more than three years. The study was conducted throughout the scholastic year 2008-2009. Results revealed that novice teachers’ estimation of their professional development needs was generally moderate. Results of the study also revealed that there were no statistically significant differences between the respondents attributed to the gender variable in the estimation of their needs as with regards to lesson planning and lesson implementation. However, there were statistically significant differences on the evaluation domain in favour of female teachers. Results of the study also revealed that there were no statistically significant differences that were attributed to the educational authority variable as with regards to novice teachers’ estimation of their needs in terms of lesson planning and lesson implementation. Results also revealed that there were statistically significant differences between the responses of the study sample on the evaluation domain in favour of UNRWA teachers. (Published abstract)