فاعلية التدريب القائم على التعلم المصغر في تنمية كفايات التدريس لمعلمي الدراسات الاجتماعية للتلاميذ المعاقين عقليا في فصول الدمج الشامل بمرحلة التعليم الأساسي
The current research aimed at developing the teaching competencies among the Social Studies teachers of the mentally handicapped in the comprehensive inclusion classes. To meet this end, a list of teaching competencies required for teaching in the inclusion classes for the normal and mentally handicapped students was prepared. Furthermore, the study developed a training program based on the micro learning approach via designing its specific units providing evaluation and training activities and workshops to reach the level of mastery of the teaching competencies among the members of the study sample. Moreover, an achievement test was developed to assess the knowledge aspect related to the teaching competencies of the study sample, and preparing a teaching performance checklist for the sample members during training and during teaching in the comprehensive classes. The study sample consisted of 30 teachers from Ain Shams and Heliopolis educational administration in Cairo. After administering the units and sessions of the program to the members of the study sample as well as the research instruments in the pre and post administrations, it was revealed that there was a statistically significant difference between the pre and post administration of the achievement test related to the cognitive aspect of the teaching competencies in favor of the post administration, as well as for the teaching performance checklist for the pre and post administration in favor of the post administration, whether during training or during the teaching process in the comprehensive inclusion classes. The results also revealed the effectiveness of the training program based on micro learning in developing the teaching competencies of social studies teachers. The results also showed the significance of the in-service training for teachers on the teaching skills required in the comprehensive inclusion classes. (Published abstract)