إستخدام بعض استراتيجيات التدريس القائمة على مدخل التعليم المتمايز في تنمية مهارات التدريس الإبداعي لدى الطلاب المعلمين شعبتي التاريخ واللغة العربية كلية التربية جامعة المنوفية
The current study aimed at identifying the effectiveness of using some teaching strategies based on the differentiated instruction approach to develop creative teaching skills for History and Arabic language student teachers at the Faculty of Education, Menoufia University. The researchers have prepared a note card for the performance aspect of creative teaching skills for student teachers in the two divisions of history and Arabic language at the Faculty of Education, Menoufia University, teacher's guide clarifies how to use some teaching strategies based on differentiated instruction to develop creative teaching skills, and testing the cognitive aspect of creative teaching skills, after applying the study tools, the results revealed that there was a statistically significant difference at the level of (0.01) between the mean scores of the students of the experimental group pre-posttest to test the cognitive aspect of creative teaching skills as a whole and each skill separately in favor of the posttest, there was a statistically significant difference at the level of (0.01) between the mean scores of the students of the experimental and control groups in the posttest to test the cognitive aspect of creative teaching skills as a whole and each skill separately in favor of the experimental group. There was also a statistically significant difference at the level of (0.01) between the mean scores of the students of the experimental group with two applications, before and after the observation card of the performance aspect of the creative teaching skills as a whole and each skill separately in favor of the posttest, and there was a statistically significant difference at the level of (0.01) between the mean scores of the students of the two groups. Experimental and control in the posttest of the note card of the performance aspect of creative teaching skills as a whole and each skill separately for the benefit of the experimental group, there was also an effective, statistically significant difference of using some teaching strategies based on the differentiated instruction approach to develop creative teaching skills for History and Arabic language student teachers at the Faculty of Education, Menoufia University. In light of its results, this study recommended the need to use some teaching strategies based on differentiated instruction to develop the professional competencies of teachers after service. (Published abstract)