Teacher Training Needs and their Priority Ranks As Perceived by Teachers of Special Education in Qatar.

QSpace/Manakin Repository

Teacher Training Needs and their Priority Ranks As Perceived by Teachers of Special Education in Qatar.

Show simple item record


dc.contributor.author Ahmed, Shokri Sayed [وضحى علي السويدي] en_US
dc.contributor.author Al Sewidi, Wadha Ali [شكري سيد احمد] en_US
dc.date.accessioned 2009-11-25T13:10:08Z
dc.date.available 2009-11-25T13:10:08Z
dc.date.issued 1992 en_US
dc.identifier.citation Journal of the E. R. C., 1992, Vol. 1, No. 1, Pages 93-133. en_US
dc.identifier.uri http://hdl.handle.net/10576/8126
dc.description.abstract The Purpose of this study was to assess training needs of special educa¬tion teachers in Qatar and their priority ranks as perceived by these teachers, the study was designed to provide data for answering two main questions: (1) What are the training needs which the subjects perceive?, (2) What is the priority rank of these needs?. The subjects consisted of 64 special education teachers (36 male and 28 female). A questionnaire was developed by the researchers to assess the training needs and to decide their priorities, This questionnaire included ten major areas of training the special education teachers. Each major area consisted of three sub-areas so as to include thirty training-needs. Before administering the questionnaire the researchers proved that it is of high degree of validity and reliability. The following results were derived from this study: (1) All subject see that there are great needs for training, but femals per¬ceived these needs differently than did males as the difference bet¬ween them was statistically significant. (2) While some training areas have gained a high priority rank (eg. using new media and technology, diagnosis of pupils' problems and difficulties, and teaching activities and individualization), other areas have gained a low priority rank (eg. classroom management and relationships between teacher and parents and others). (3) There was a high degree of agreement among individuals relating the priority rank of training needs, but the only disagreement was bet¬ween teachers of hearing impaired and teachers of mentally re¬tarded (rank order correlation coefficient was not statistically sig¬nificant). The suggestions of the study were as follws: — Regular in-service training which be offered for teachers of excep¬tional children should be given more attention en_US
dc.language.iso en en_US
dc.publisher Qatar University en_US
dc.subject Teachers en_US
dc.subject المعلمون ar
dc.title Teacher Training Needs and their Priority Ranks As Perceived by Teachers of Special Education in Qatar. en_US
dc.title.alternative تلاحتياجات التدريبية وألوياتها لدى معلمي ومعلمات التربية الخاصة بدولة قطر ar
dc.type Article en_US
dc.identifier.pagination 93-133 en_US
dc.identifier.issue 1 en_US
dc.identifier.volume 1 en_US

Files in this item

Files Size Format View
abstract.pdf 2.949Kb PDF View/Open
abstract.doc 21.5Kb Microsoft Word View/Open
abstract_ar.doc 20Kb Microsoft Word View/Open
059201-0003-fulltext.pdf 1.121Mb PDF View/Open

This item appears in the following Collection(s)

Show simple item record

Search QSpace


Advanced Search

Browse

My Account