دراسات تقويمية للدورات التدريبية لمعلمي الرياضيات بولاية الجزيرة

This study aimed to identify the reality of training courses for teachers of mathematics in-service of the Gezira State, from their point of view. The researchers used the descriptive analytical method to answer the questions of the study. A questionnaire consisting of 38 items distributed on four axes, has been prepared for this purpose, and the population of the study was all teachers of mathematics who have received training in mathematics (basic & secondary level) from the seven localities of Gezira State. The sample of the study consisted of (100) teachers and reached the following results: The need to training programs for teachers, predetermined objectives. Because the presence of these objectives helps in the success of these programs, and thus improve the performance of the teachers. The need to training programs for teachers to plan and to be a starting point of the necessity of the educational process and the difference of the trainees, and the importance of the participation of teachers in all processes of the program and participate in planning, implementation, evaluation and follow-up.There were statistical significant differences at the level of 0.05 due to the gender (male, female) of the teachers in favor of females in the areas of training potential, objectives, content of the training courses and the evaluation.There were no statistically significant differences at the level of 0.05 due to the level of teacher\\\'s works at for the benefit of the basic level in the areas of training potential, objectives, contents of the training courses and the evaluation.There are no statistically significant differences at the level of 0.05 due to the level the teachers works at in the field of difficulties faced by the trainees.There are no statistically significant differences at the level of 0.05 due to the academic qualification due to the experience to the number of training courses attended by the teachers.\\r\\n\\r\\nThe study recommend that it can access to ways to develop training programs for teachers through the introduction of a number of considerations to be taken into account topics presented to the teachers, the integration of its elements, the suitability for their qualifications and the experiences of teachers, also to find optional activities because this raises the motivation for attending training programs that face their needs and problems.