الفهرس 
الاطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
The current century has witnessed a lot of changes. This affects the process of the socialization of society members. This socialization process has its formal and non-formal multimedia. Basic Education is still standing in the forefront of these media and educational institutions to play the desired role.
Hence the idea of school-based in-service teacher training emerged and its main objective is to find new strategies in teacher training to improve student learning. The greatest challenge for in-service teachers is to be able to cope with technology that changes the life styles. Thus a teacher needs renewed skills that are acquired through an integrated chain of development programs.
Study problem and questions:
The problem of the study is determined in the following questions:
1. How Can Basic Education School-Based Teacher Training be Evaluated?
2. What are the Theoretical and Philosophical Foundations of Basic Education School-Based Teacher Training?
3. What are Recent Trends of School-Based Teacher Training?
4. What is the Reality of Basic Education School-Based Teacher Training in Training and Quality Units within Schools in Egypt?
5. What are the Factors Affecting Basic Education School-Based Teacher Training in Egypt?
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6. What are the most important international experiences in the field of Basic Education school-based teacher training in Egypt?
7. What is the proposed Scenario for the development of training and quality units in schools?
Study Objectives:
The current study aims to achieve the following:
1. To understand the concept and nature of school-based teacher training.
2. To learn about some of the international experiences in the field of school-based teacher training.
3. To identify the strengths, weaknesses and difficulties of Basic Education school-based teacher training and the most important solutions to overcome them.
4. To study the factors affecting Basic Education school-based teacher training in Egypt?
5. To be familiar with the recent trends of Basic Education school-based teacher training in Egypt?
6. To identify the difficulties encountered in the process of Basic Education school-based teacher training in Egypt.
7. Developing a suggested scenario for school-based teacher training in Egypt.
Rationale of the study:
Rationale of the study lies in some of the indicators including the following:
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1. The present study may help shed light on the importance and vitality of the problem dealt with in the study, which is Basic Education school-based teacher training, and this is because this problem has an impact on the educational process.
2. The study directs the attention of those responsible for school-based teacher training to focus on all elements involved in the educational process.
3. The study presents a suggested scenario that can be used to activate this pattern of school-based training.
4. This study contributes to the clarification of recent trends of school-based teacher training.
5. The study is considered an addition to the previous studies dealing with school-based teacher training.
Study Limitations:
The study limitations are as follows:
1. Topic limitation: This study deals with the Evaluation of Basic Education school-based teacher training and the development of the mechanisms that can be used to activate teacher training within Basic Education schools.
2. Place limitation: The study is limited to training teachers of Basic Education, in primary and preparatory stages, in the governorates (Cairo, Sharkia, Kafr el sheikh, Damietta, El-Menia, Sohag, ELWadi alGadid).
3. Human limitation: This study is limited to the application of a questionnaire to teachers and those responsible for training and quality units as they are considered teachers.
4. Time limitation: First Term, School year 2016/2017
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Methodology:
This study used the descriptive research method.
Study Instrument:
A questionnaire was applied to teachers and those responsible for training and quality units as they are considered Basic Education teachers.
Study Steps:
The study proceeds according to the following steps:
1. Chapter One deals with the general framework of the study.
2. Chapter Two is about theoretical and philosophical frameworks of school-based teacher training.
3. Chapter Three is concerned with the experiences of some countries in School-Based Teacher Training.
4. Chapter Four talks about Basic Education School-Based Teacher Training in Egypt and the Factors Affecting it.
5. Chapter Five is about field study procedures and results.
6. Chapter Six deals with a suggested proposal to activate Basic Education school-based teacher training in Egypt.
Study Results:
1. A ’Training and quality unit’ in school aims to identify the vision and message of school to be clear and specific and it enhances the abilities of teachers and encourages them to have sustainable professional development.
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2. When planning training programs inside schools, the plan includes all the elements of the educational process, teachers, students and others, and teachers participate in identifying their needs and the training plan is developed accordingly.
3. The school is interested in spreading the culture of quality among teachers and training units provide all requirements by the principal although he does not monitor them constantly. Training units also provide teachers with what help them in the management of classrooms and upgrading educational process without participating in evaluating them. But training units lack organization and working according to specific rules .They work without specific time and randomly.
4. There are some difficulties faced by training units within schools and affect their progress including the lack of incentives given to teachers , multidisciplinary problem and the formation of members but not affected by time or budget assigned to them nor by routine and administrative procedures.
5. Training programs require the cooperation of all school staff and the trainer provider must be competent and aware of the importance of training and his tasks of training so that training does not need a big place or budget. And this depends on the cleverness of the training provider. The training department helps the training provider to overcome all difficulties.
Suggested Proposal:
- The suggested proposal includes the following:
- First: Premises of the suggested proposal.
- Second: The foundations of the suggested proposal philosophy.
- Third: Objectives of the suggested proposal.
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Fourth: Axes of the suggested proposal:
The six axes of the suggested proposal are as follows:
1. Objectives of Basic Education school-based teacher training.
2. Planning of Basic Education school-based teacher training.
3. Reality of Basic Education school-based teacher training.
4. Evaluation of the elements of Basic Education school-based teacher training.
5. Difficulties of Basic Education school-based teacher training.
6. Requirements of Basic Education school-based teacher training (Physical, administrative and human)
Treatment of the obstacles of Basic Education school-based teacher training:
Through the field study it became clear that there are many obstacles that hinder Basic Education school-based teacher training and can be remedied through the following:
1. Supporting quality systems through periodic follow-ups.
2. Encouraging the access to recent educational trends to benefit from them.
3. Identifying the professional, cultural and training needs of teachers and meeting them.
4. Participation of subject inspectors in identifying teacher needs.
5. Taking into consideration the levels of teacher cadre law when developing the training plan to take into account the differences between teachers which are due to experiences.