مخاوف الطلاب المعلمين المصريين والعمانيين من تدريس العلوم في مدارس الدمج
The process of inclusion in education aims at giving students with disabilities the opportunity to learn in regular schools with normal students, where flexible curricula are taught considering differences between all learners. However, concerns about teaching science to students in inclusion classes have been raised. The study aimed to identify Egyptian and Omani student teachers' concerns about teaching science in inclusion schools, the difference between them in the aspects of these concerns, and the difference between males and females in concerns about teaching science in inclusion schools. It also aimed to investigate the difference in concerns about teaching science in inclusion schools between the student teachers who had the experience in teaching science in inclusion schools and the student teachers who did not. The descriptive methodology was employed by applying a scale on student teachers’ concerns about teaching science in inclusion schools to 313 student teachers at the faculty of education at Beni-Suef University (152 males and females) and Sultan Qaboos University (161 males and females) at the end of the academic year 2021-2022. The analysis of multiple variances associated with the statistical program SPSS (19) was used. The study results showed that both Egyptian and Omani student teachers had high concerns about teaching science in inclusion schools. Although the study findings showed that there was no statistically significant difference between Egyptian and Omani student teachers in the concerns related to classroom practices and available resources, significant differences were found between them in the concerns pertaining to workload (in favor of Omanis), communication (in favor of Egyptians), incentives, achievement, and support (in favor of Omanis). Except for concerns pertaining to support, there were statistically significant differences in all aspects of concerns about teaching science in inclusion schools between males and females. Regarding the experience in inclusion, there was not any statistically significant difference in any aspect of concern between student teachers who had experience in inclusion and those who did not have experience. (Published abstract)