الإحتياجات التدريبية لمعلمي اللغة العربية للناطقين بغيرها في مجال الكفايات المهنية في سلطنة عمان
This study aimed to identify the training needs of Arabic language teachers for non-native speakers in the field of professional competencies. To achieve this goal, the researcher adopted the descriptive-analytical approach, which is suitable for study. The research tool was a training needs questionnaire comprising three competency domains: cognitive, skill-based, and affective, each of which included several sub-competences. The researcher used a comprehensive survey method due to the small size of the study population. The sample consisted of 75 Arabic language teachers for non-native speakers, who were randomly selected from institutes and schools in the Sultanate of Oman. The study revealed several key findings, the most important of which is that the overall level of training needs among Arabic language teachers for non-native speakers was high. Training needs related to skill-based competencies ranked first, followed by affective competencies in second place, and cognitive competencies in third place. Additionally, the results indicated no statistically significant differences among teachers regarding their training needs based on gender or academic qualification. (Published abstract)