English abstract
The present study aimed at identifying training needs of second cycle of basic education Arabic language teachers and to uncover their occurrence rates in teacher training programs plans. The study specifically sought to answer the following questions:
Q1: What are the training needs of second cycle of basic education Arabic language teachers from their point of view?
Q 2: Do Arabic language teachers' training needs in the second cycle of basic education vary depending on gender difference and educational governorates?
Q3: What are the occurrence rates of Arabic language teachers' training needs areas in teacher training programs plans in second cycle of basic education?
Q 4: What are the ten most occurring training needs in Arabic language teachers' training programs plans in the second cycle of basic education?
To answer the first two questions, I prepared a questionnaire consisting of 59 training needs in three areas ( academic, professional, and cultural). They were administered to 123 teachers, who constitute 10% of the original population, about 1223 teachers in the governorates of Muscat and Al Dakhliya. To answer the third and fourth questions, I applied an analysis card derived from the needs of the second cycle Arabic language teachers; in light of which training programs plans in Muscat and Al Dakhliya governorates were analyzed. The results of the study revealed that the cultural area scored the highest level in training needs for Arabic language teachers, followed by the professional and academic areas respectively. There were no statistically significant differences attributed to the gender difference and educational governorates. From the analysis of the training plans, it was evident that the highest percentages of the training courses were in the professional area, followed by the academic area. However, there was no training course in the cultural area. The most occurring topics in the training courses were related to the principles of functional syntax finding and correcting grammatical errors, applying contemporary teaching methodologies, and constructing achievement tests
